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© OCR 2016 QN: 601/8442/5 GCSE (9–1) in Physical Education

OCR Level 1/2 GCSE (9–1) in Physical

Education (J587)

Guide to non-exam assessment (NEA)

Version 3: First assessment 2018

2 © OCR 2016 GCSE (9–1) in Physical Education

Contents

1. Introduction 3

1a. What is non-exam assessment (NEA)? 3 1b. Controls and restrictions placed on the NEA 3 1c. Summary of the NEA component 4 1d. Access arrangements for learners 4 1e. Submitting a special activity request for learners with disabilities 5

2. Assessment criteria 7

2a. Generic guidance for use with the performance criteria 7 2b.1. Practical activity assessment 8 2b.2. Assessment criteria for practical activities 9 2c.1. Analysing and Evaluating Performance (AEP) 12 2c.2 Assessment criteria Analysing and Evaluating Performance (AEP) 13 2d. Skills criteria for practical activities – ‘Team’ 16 2e. Skills criteria for practical activities – ‘Individual’ 68 2f. ‘Off-site’ activities for which all learners being assessed must be filmed 101

3. Teacher guidance on planning the NEA 102

3a. Guidance on the release of the NEA tasks to learners 102 3b. Guidance on marking the NEA tasks 107

4. Appendices 109

Appendix A: The moderation 110 Appendix B: Additional guidance for filmed evidence 111

© OCR 2016 3 GCSE (9–1) in Physical Education

1. Introduction

1a. What is non-exam assessment (NEA)?

Non-exam assessment (NEA) is the name for

the internally assessed component of

Physical Education (PE); this includes the

practical performances and the Analysing and

Evaluating Performance task (AEP)

contained in Component 03.

High, medium or low control levels will be set

for each of the NEA stages: task setting, task

taking and task marking. For each stage, the

level of control will ensure reliability and

authenticity, and make assessments more

manageable for teachers and learners.

Weighting of non-exam assessment is defined by the DfE subject criteria and will be 40% of the total assessment for GCSE (9–1) Physical Education.

1b. Controls and restrictions placed on the NEA

1b.1. Controls

The levels of control are defined as follows:

Formal supervision (high level of

control) – the learner must be in direct

sight of the supervisor at all times. Use

of resources and interaction with other

learners is tightly prescribed.

Informal supervision (medium level of

control) – questions/tasks are outlined,

the use of resources is not tightly

prescribed and assessable outcomes

may be informed by group work.

Supervision is confined to (i) ensuring

that the contributions of individual

learners are recorded accurately, and

(ii) ensuring that plagiarism does not

take place. The supervisor may provide

limited guidance to learners.

Limited supervision (low level of

control) – requirements are clearly

specified, but some work may be

completed without direct supervision

and will not contribute directly to

assessable outcomes.

1b.2. Restrictions within the NEA

Within the GCSE (9–1) in PE, learners are assessed in three activities:

one from the ‘individual’ list

one from the ‘team’ list

one other from either list. These lists can be found in sections 2d (page 16) and 2e (page 68). Learners may not be assessed in the same activity twice. Learners may not be assessed in both ‘team’ and ‘individual’ of the same activity – so they may not complete both singles and doubles tennis for example.

Learners may not be assessed in variations of the same activity – so they may not complete two forms of dance or Rugby Union and Rugby League. Section 2f (page 101) contains details of ‘off-site’ activities where filmed evidence is required for every learner being assessed in the activity. For all other activities it is assumed that live moderation can take place and there is therefore no requirement for filmed evidence. Where an activity must be filmed, for example swimming, if you are not able to provide filmed evidence for the activity then you cannot assess learners in it and must use an alternative activity.


1c. Summary of the NEA component

Internal assessment Learners are internally assessed, externally moderated through the NEA in three practical activities and one Analysing and Evaluating Performance task (AEP). Practical performances For the practical performances approved activities list see sections 2d (page 16) and 2e (page 68).

Learners can be assessed in the role of performer only in GCSE (9–1) Physical Education.

Learners must be assessed in three activities:

one from the ‘individual’ list

one from the ‘team’ list

one other from either list.

Learners may not be assessed in the same activity twice.

Learners may not be assessed in both ‘team’ and ‘individual’ versions of the same activity – so they may not complete both singles and doubles tennis for example. Learners may not be assessed variations of the same activity – so they may not complete two forms of dance or Rugby Union and Rugby Sevens.

Any learner(s) using a combination of activities within this component that is in breach of the specification requirements may have part or all of their practical marks discounted from their overall assessment.

Analysing and Evaluating Performance task (AEP)

In addition to practical performances, learners will be assessed in an analysing and evaluating performance task (AEP).

1d. Access arrangements for learners

Ensuring access to Physical Education for learners with disabilities can pose a particular challenge for centres. This document aims to work alongside JCQ regulations on Access Arrangements to provide greater detail and advice in this area. Two guiding principles underpin any consideration of what reasonable adjustments or access arrangements OCR can agree to; one is the needs of the learner and the other is the competence standards being assessed by the qualification. Reasonable adjustments aim to create situations in which learners with disabilities are able to demonstrate their ability; any arrangements put in place must not compromise the competence standards; more specifically in the area of Physical Education all learners must be able to demonstrate practical skills. Centres wishing to enter a learner with disabilities who will require reasonable adjustments for Physical Education must

instigate a dialogue with OCR before the start or at an early stage in the course. There are two options available: 1) Writing to the Special Requirements

Team detailing what the learner can do and how the activities will be customised in order to meet the Assessment Objectives.

2) Submitting a special activity request.

e.g. submitting criteria for an established disability sport not contained on the approved DfE list.

In both cases a dialogue with OCR at an early stage should ensure that a positive outcome can be achieved. Special Activity Submissions need to be submitted to OCR no later than the 1st December of the first year of study and centres should identify any access issues which may affect learners at the beginning of the course. However, it is worth noting that in selecting courses centres must ensure they are guiding all learners to making appropriate choices.


1e. Submitting a special activity request for learners with disabilities

Centres may apply to assess learners with disabilities in activities which are not on the approved list of activities published via a special activity submission.

When to make a special activity submission

Centres should make a special activity submission (using the form you download from the OCR subject page), when:

they wish to assess learners with

disabilities as a performer, in activities

not listed in the specification.

How to make a special activity submission

Centres must complete (in full) the Special activity submission form. Centres must submit the completed form to the GCSE (9–1) Physical Education Subject Specialist at OCR by no later than 1st December of the first year of study. Submissions have to meet a number of requirements in order to be approved. Using the form will assist centres in ensuring that they address all requirements of the procedure, and should be used when formulating the assessment criteria for the activity the centre wish to assess.

Where more than one centre has applied in the same year for the same activity, OCR will select the most suitable criteria produced (or an amalgamation of) and this criteria will be issued to all centres wishing to assess learners in that activity in that year.

Process for submissions

1) Centres review the Special activity submissions guidance above, Generic guidance for use with the assessment criteria for practical performance.

2) Centres review the Skills criteria for similar activities (if possible).

3) Centres complete the Special activity submission form using 1 and 2 above and their knowledge of the proposed activity. Centres may wish to seek advice from external parties (coach, leader, trainer, centre or instructor) and external sources (National Governing Bodies).

4) *Once completed, centres should email the form, including supporting information, to OCR by no later than 1st December of the first year of study.

5) OCR will review and provide feedback to the centre by no later than 31st January (unless the centre is notified of any delay in processing submissions in advance).

6) Where necessary, and permitted by OCR, centres will have until March 1st to revise their criteria in line with feedback from OCR and re-submit the amended criteria. This will be the final submission allowed. Centres will be advised as to whether criteria has been approved or declined no later than the 1st April.

* Late submissions will not be accepted. Completed forms should be emailed to [email protected].

Approval

The following information must be provided

by any submission if it is to be approved:

description of the activity

National Governing Body details

classification rules/requirements to

participate in the activity

specific assessment criteria for the

activity:

o skills o assessment conditions o filmed / other evidence o safety considerations o moderation activities o details of how the assessment

of the activity will be standardised at the centre

o details of the conditioned competitive situations in which the activity will be assessed

o evidence of compliance with BAALPE/AfPE’s safety recommendations.

mailto:[email protected]


Non-approval

If a submission is refused, it will be based upon either non-fulfilment of one of the pre-requisites above, or possibly because of one of the following reasons (this list is not exhaustive):

The activity proposed is not comparable to the other activities available (e.g. does not offer the depth, breadth and/or complexity of skills; tactical/strategic/compositional elements or a physically active enough role).

The activity proposed does not offer a competitive structure or scenario in which assessment can take place.

The activity proposed does not have a physiological basis for training and improving.

The activity proposed requires motorised equipment, such as Karting or Moto-cross.

There is a legal or liability reason why the activity proposed should not be permitted, such as an age restriction that prohibits a learner from participating.


2. Assessment criteria

2a. Generic guidance for use with the performance criteria

This guidance is for use with all activities. It is the responsibility of centres to ensure that any changes to safety legislation issued by the National Governing Bodies throughout the life of this specification are adhered to. Knowledge Learners should be taught the necessary knowledge to participate in each activity. This knowledge will include applicable rules and regulations, tactics and strategies, team formations where appropriate and safety. It is presumed that learners will know appropriate warm up and cool down procedures and, unless stated, will not need to demonstrate warm up and cool down as part of their performance for assessment. Where appropriate, further details will be listed in the individual skills criteria. This knowledge will only be assessed through the participation of the learner unless it is stated otherwise in the skills criteria of that activity. Assessment criteria Learners should be assessed in the range and quality of their skills, their decision making and use of physical attributes in a variety of performance situations within each

activity, which enable them to show their full ability. Where appropriate, further details will be listed within the skills criteria of the activity. Assessment conditions Learners should be assessed demonstrating both isolated skills, performing in conditioned, competitive situations and in normal performance conditions. In games activities these may be full or small sided games. Where appropriate, further details will be listed within the skills criteria of the activity. Filmed/other evidence Please ensure that all off site activities are filmed. See section 2f and Appendix B for further guidance on filming.

Safety considerations Learners should demonstrate that they can participate safely. This does not include warm up/cool down but relates to their knowledge and ability to apply rules/regulations that ensure safe practice. Where appropriate, further details will be listed in the skills criteria for that activity.


2b.1. Practical activity assessment

The learner is assessed performing their chosen activities using the practical activity assessment criteria in conjunction with specific details provided for each activity. Learners are assessed in their ability to select and perform appropriate skills consistently, precisely and with control and fluency in conditioned, competitive environments, adapting their performance to suit a variety of situations. Assessment tasks and situations should:

aim to improve performance using tasks of suitable level within authentic contexts

enable learners to select and demonstrate appropriate core, advanced and specific skills under pressure by utilising relevant and appropriate features such as:

o restricting the number of players

o space o range of skills

be structured to allow learners to show their tactical/compositional awareness, demonstrating their understanding of the perceptual requirements of the activity

be conditioned to allow skills to be assessed whilst applying the normal rules/regulations and codes of practice

enable differentiation between learners being assessed in the activity

require learners to demonstrate their understanding and application of the relevant rules, regulations and code of practice in the activity

Learners complete logs of competitive participation in their activities/sports to show their frequency and level of participation. These may be called upon as supporting evidence, for example to support a special consideration application for injury.


2b.2. Assessment criteria for practical activities

Please turn over to see the practical activity assessment criteria.

Learners should be marked on their overall performance against the criteria using a best fit approach. Each bullet point should be considered and the learner awarded a mark based on their overall performance and based on the descriptors which best describe what you have seen. For example, you may find it useful to annotate the levels grid to see where a learner shows:

Range of skills - all of the core and advanced skills both in isolation and under competitive pressure = top end of Level 5

Quality of skills – core skills are performed consistently with a very good standard of accuracy control and fluency (top end of Level 4) while advanced skills are performed consistently to a good standard (top end of Level 3) so overall = middle of level 4

Physical attributes - allow them to perform reasonably effectively = middle of level 3

Decision making – skill selection appropriate on some occasions; good understanding of tactics and awareness of rules & regs and safety = top end of level 3

On this occasion, overall = Best fit bottom of Level 4

The following two pages are one grid, to be marked out of 20 overall. An A3 sized PDF of this

document is available from the subject page of the OCR website at www.ocr.org.uk

Centres may like to use a form of tick sheet based on the Levels of Response, like the one below

to tick where in each level a learner is positioned. For example, ticks on the left indicate high in the

band, ticks in the middle for middle of the level marks and ticks to the right indicate low marks in

the band:

Range of skills

Quality of skills

Physical attributes

Decision making

Best fit

Level 5

Level 4

Level 3

Level 2

Level 1

0

http://www.ocr.org.uk/


Level Range of skills Quality of skills Physical attributes

5

(18–20 marks)

demonstrates all core skills and nearly all advanced skills for the activity in isolation and under competitive pressure in authentic performance situations

core skills are performed consistently with an excellent standard of accuracy, control and fluency.

the advanced skills demonstrated are performed consistently with an excellent standard of accuracy, control and fluency.

demonstrates appropriate levels of physical fitness and psychological control to perform very effectively

4

(13–17 marks)

demonstrates all core skills and many advanced skills for the activity in isolation and under competitive pressure in authentic performance situations

core skills are performed consistently with a very good standard of accuracy, control and fluency

the advanced skills demonstrated are performed with some consistency and a very good standard of accuracy, control and fluency

demonstrates appropriate levels of physical fitness and psychological control to perform very effectively

3

(8–12 marks)

demonstrates most core skills and some advanced skills for the activity in isolation and under competitive pressure in authentic performance situations

core skills are performed consistently with a good standard of accuracy, control and fluency

the advanced skills demonstrated are performed with some consistency and a good standard of accuracy, control and fluency

demonstrates appropriate levels of physical fitness and psychological control to perform effectively

2

(4–7 marks)

demonstrates many core skills and few advanced skills for the activity in isolation and under competitive pressure in authentic performance situations

core skills are performed with limited consistency and some accuracy, control and fluency

the advanced skills demonstrated are performed with limited consistency and often lack accuracy, control and fluency

demonstrates sufficient physical fitness and psychological control to perform with some effectiveness

1

(1–3 marks)

demonstrates some core skills for the activity in isolation and under competitive pressure in authentic performance situations

few, if any of the advanced skills for the activity are attempted

core skills are performed inconsistently and with limited accuracy, control and fluency

any advanced skills attempted are performed with little success

demonstrates limited physical fitness and psychological control during performance

0 No evidence worthy of credit

No evidence worthy of credit No evidence worthy of credit


Decision making Level

successfully selects and uses appropriate skills on nearly all occasions

applies appropriate team strategies/tactics/compositional ideas demonstrating an excellent understanding of the activity

demonstrates excellent awareness of the rules/regulations of the activity during performance

demonstrates excellent regard for the safety of themselves and others

demonstrates excellent awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)

communication with other player(s)/performer(s) is excellent (team activities only)

5

(18–20 marks)

successfully selects and uses appropriate skills on many occasions

applies appropriate team strategies/tactics/compositional ideas demonstrating a very good understanding of the activity

demonstrates very good awareness of the rules/regulations of the activity during performance

demonstrates very good regard for the safety of themselves and others

demonstrates very good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)

communication with other player(s)/performer(s) is very good (team activities only)

4

(13–17 marks)

successfully selects and uses appropriate skills on some occasions

applies appropriate team strategies/tactics/compositional ideas demonstrating a good understanding of the activity

demonstrates good awareness of the rules/regulations of the activity during performance

demonstrates good regard for the safety of themselves and others

demonstrates good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)

communication with other player(s)/performer(s) is good (team activities only)

3

(8–12 marks)

selects and uses appropriate skills on some occasions.

sometimes applies team strategies/tactics/compositional ideas demonstrating some understanding of the activity

demonstrates limited awareness of the rules/regulations of the activity during performance

demonstrates limited awareness for the safety of themselves and others

demonstrates limited awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)

communication with other player(s)/performer(s) is limited (team activities only)

2

(4–7 marks)

selects and uses appropriate skills on few occasions.

rarely applies team strategies/tactics/compositional ideas demonstrating little understanding of the activity

demonstrates little awareness of the rules/regulations of the activity during performance

demonstrates little awareness for the safety of themselves and others

demonstrates little awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)

rarely communicates with other player(s)/performer(s) (team activities only)

1

(1–3 marks)

No evidence worthy of credit

0


2c.1. Analysing and Evaluating Performance (AEP)

For the purpose of assessment, learners are

required to demonstrate their ability to

analyse and evaluate their own practical

performance or that of a peer in order to:

analyse aspects of personal

performance in a practical activity

evaluate the strengths and weaknesses

of the performance

produce an action plan which aims to

improve the quality and effectiveness of

the performance.

Through the teaching of the practical

activities and the theory content of the

specification, learners should be able to

identify aspects of their performance that are

skilful and those that are not.

They should be able to recognise strengths

and weaknesses in performance and be able

to suggest ways in which weaknesses might

be improved using appropriate, progressive

training or practice methods, which will lead

to improvements in the aspects of the

performance identified.

It is expected that learners will complete this

work after they have been taught the relevant

sections of the theory content in Components

01 and 02.

OCR will take a medium level of control for

the taking of this task (see section 1b.1

Controls). The hours below for each section

of the task are a guide, however the overall

time allowed for learners to complete the

task must not exceed 14 hours.

Learners may be introduced to the

requirements of the task through a Task

Induction session. This does not form part of

the 14 hours allowed to undertake the task,

but should not require more than an hour and

must be used to discuss how the task is

going to be delivered by the centre,

timings/scheduling related to this and the

general requirements of the task.

The Analysing and Evaluating Performance (AEP) task Learners will assess the physical fitness/strengths/weaknesses of the performer being analysed using tests for the different components of fitness. (2–3 hours)

For a chosen physical activity learners will

(3–4 hours):

a. analyse the importance of the

different components of fitness for

the activity

b. give an overview of the key skills

in the activity

c. assess the strengths/weaknesses

of the performer being analysed

in the activity.

For a specific skill or technique in the chosen

activity learners will (1–2 hours):

a. analyse a movement involved –

joint, type of movement, muscle

group(s), muscle function/role

b. classify the skill on the difficulty

and environmental continua.

Produce an action plan (not to be

implemented) to improve an aspect of the

performance of the performer being analysed

in the chosen activity (4-5 hours).

The plan must include:

which skill or component of

fitness you are improving

justifications for the skill or

component of fitness you have

chosen to improve

drills and practices to show how

you intend to improve the skill or

component of fitness chosen,

including: risk assessment,

coaching points, principles of

training and SMART goal setting

relevant understanding of the

element chosen to improve.


2c.2 Assessment criteria Analysing and Evaluating Performance (AEP)

Please turn over to see the AEP assessment criteria. Learners should be marked on their overall performance against the criteria using a best fit approach. Each bullet point should be considered and the learner awarded a mark based on their overall performance and based on the descriptors which best describe what you have seen. For example, where a learner shows:

Evaluation - all of the strengths and weaknesses = top end of Level 5

Analysis - A justified analysis = middle of level 4

Overview - gives a fairly accurate overview = middle of level 3

Assessment – gives an accurate and thorough assessment = top end of level 5

Movement analysis – gives an accurate response to this = Top end of level 4

Action plan - Produces an action plan that contains everything and overall is of a good standard = Level 3

Overall = Best fit middle of Level 4

The following two pages are one grid, to be marked out of 20 overall. An A3 sized PDF of this

document is available from the subject page of the OCR website at www.ocr.org.uk

Centres may like to use a form of tick sheet based on the Levels of Response like the one below to

tick where in each level a learner is positioned. For example, ticks on the left indicate high in the

band, ticks in the middle for middle of the level marks and ticks to the right indicate low marks in

the band:

Evaluation Analysis Overview Assessment Movement analysis

Action plan

Best fit

Level 5

Level 4

Level 3

Level 2

Level 1

0

http://www.ocr.org.uk/


Level Evaluation Analysis Overview Assessment

5

(17–20 marks)

evaluates the strengths and weaknesses of their own/a peers physical fitness accurately, using appropriate tests for each component of fitness.

produces a fully justified analysis of the importance of the different components of fitness for their chosen activity.

gives an accurate overview of all of the key skills required for their chosen activity.

gives an accurate and thorough assessment of their own strengths and weaknesses for their chosen activity.

4

(13–16 marks)

evaluates the strengths and weaknesses of their own/a peers physical fitness accurately, using appropriate tests for each component of fitness.

produces a justified analysis of the importance of the different components of fitness for their chosen activity.

gives an accurate overview of most of the key skills required for their chosen activity.

gives an accurate assessment of their own strengths and weaknesses for their chosen activity.

3

(9–12 marks)

evaluates the strengths and weaknesses of their own/a peers physical fitness, with some accuracy, using appropriate tests for each component of fitness.

gives some justification in their analysis of the importance of the different components of fitness for their chosen activity.

gives a fairly accurate overview of most of the key skills required for their chosen activity.

gives an accurate assessment of some of their own strengths and weaknesses for their chosen activity.

2

(5–8 marks)

evaluates the strengths and weaknesses of their own/a peers physical fitness, with some accuracy, using mostly appropriate tests for each component of fitness.

gives limited justification in their analysis of the importance of the different components of fitness for their chosen activity.

gives a fairly accurate overview of some of the key skills required for their chosen activity.

gives a limited assessment of their own strengths and weaknesses for their chosen activity.

1

(1–4 marks)

evaluates the strengths and weaknesses of their own/a peers physical fitness, with limited accuracy, they may use appropriate tests for each component of fitness.

gives little or no justification in their analysis of the importance of the different components of fitness for their chosen activity.

gives an overview of few key skills required for their chosen activity

makes some attempt to assess their own strengths and weaknesses for their chosen activity.

0 No evidence worthy of credit.

No evidence worthy of credit.




Movement Analysis Action plan Level

movement analysis and classification of skill is detailed and accurate.

The learner produces a detailed and accurate action plan containing:

clear identification of the specific skill/component of fitness being improved with full justification based on their analysis of performance

an excellent understanding of the principles of training

an excellent range of detailed drills and practices with coaching points

application of SMART goal setting is detailed and accurate

overall understanding of the element chosen to improve is excellent.

5

(17–20

marks)

movement analysis and classification of skill is accurate.

The learner produces a detailed and accurate action plan containing:

clear identification of the specific skill/component of fitness being improved with justification based on their analysis of performance

a good understanding of the principles of training

a good range of detailed drills and practices with some coaching points

application of SMART goal setting is accurate

overall understanding of the element chosen to improve is very good.

4

(13–16

marks)

movement analysis and classification of skill is fairly accurate.

The learner produces an accurate action plan containing:

identification of the skill/component of fitness being improved with some justification based on their analysis of performance

some understanding of the principles of training

a range of detailed drills and practices

application of SMART goal setting is accurate

overall understanding of the element chosen to improve is good.

3

(9–12 marks)

movement analysis and classification of skill is limited.

The learner produces a limited action plan containing:

identification of the skill/component of fitness being improved with limited justification based on their analysis of performance

a limited understanding of the principles of training

a limited range of drills and practices

some application of SMART goal setting is present

overall understanding of the element chosen to improve is basic.

2

(5–8 marks)

gives little or no movement analysis and classification of skill.

The learner produces a very limited action plan containing:

limited identification of the skill/component of fitness being improved with very limited justification based on their analysis of performance

a limited understanding of the principles of training

few drills and practices

limited evidence of SMART goal setting is present

overall understanding of the element chosen to improve is very limited.

1

(1–4 marks)


No evidence worthy of credit. 0


2d. Skills criteria for practical activities – ‘Team’

Team Activity Restrictions and allowances Page

Association football Cannot be five-a-side or futsal. 17

Badminton Cannot be assessed with singles. 19

Basketball 20

Blind cricket 22

Camogie Cannot be assessed with hurling. 24

Cricket 26

Dance Cannot be used as both a Team and Individual activity. 28

Gaelic football 31

Goal ball 34

Handball 36

Hockey Field Hockey only – no ice or roller hockey. 38

Hurling Cannot be assessed with camogie. 41

Lacrosse 43

Netball 45

Powerchair football 47

Rowing Cannot be assessed with sculling, canoeing or kayaking. Cannot be used as both a Team and Individual activity.

49

Rugby League Cannot be tag rugby. Cannot be assessed with Sevens or Union.

50

Rugby Union Can be assessed as sevens or fifteen a side. Cannot be tag rugby. Cannot be assessed with Rugby League.

52

Squash Cannot be assessed with singles. 54

Table cricket 56

Table tennis Cannot be assessed with singles. 58

Tennis Cannot be assessed with singles. 60

Volleyball 62

Wheelchair basketball 64

Wheelchair rugby 66

The index for the individual sports criteria can be found on page 68.


2d.1 Association Football The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Association Football. Core Skills, (all outfield positions) to include: Ball Control using:

Using both feet Passing: (dominant foot)

Short

Long - both lofted and along the ground

Clearance of back passes, goal kicks, kicking from hands, throws (Goalkeeper only) Shooting: (dominant foot)

Short and long range

Dribbling:

Use of both feet

Close control Heading

Tackling:

Block tackle

Jockeying Marking:

Player with the ball

Core Skills, (goal keeper) to include: Ball Control:

Using both feet

Handling, catching, parrying, punching Passing: (dominant foot)

Short

Clearance of back passes, goal kicks, kicking from hands, throws

Dribbling:

Use of both feet

Close control Shot-stopping:

o Different shot heights & ranges o Diving and standing saves


Advanced skills, (all outfield positions) to include: Ball Control using:

Using chest, thigh Non dominant foot passing Dominant foot shooting:

Use of swerve

Volleys Non dominant foot shooting Dribbling:

Ability to beat opponents

Heading:

Defensive or attacking Marking:

Player without the ball Advanced skills, (goal keeper) to include: Ball Control using:

Using chest, thigh Clearance of back passes, (Non dominant foot) Shot-stopping:

Defending penalties

One-against-ones Decision making and tactical awareness, to include:

When to pass/shoot/dribble/tackle

Where to pass/shoot/dribble/tackle

Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays, corners o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking, zonal marking

Awareness of strengths/weaknesses and actions of other players e.g. adopt a variety of roles in attack and defence in the game

Awareness of the rules and regulations of the game and their application (including refereeing signals)

Positioning and organisation at set pieces, communication, command of area (Goalkeeper only), use of penalty area to judge interceptions (Goalkeeper only)


2d.2 Badminton The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners may be assessed either as a team - doubles or as an individual – singles. Learners may not be assessed in both for their GCSE (9–1) PE. The learner(s) is/are assessed performing the acquired and developed skills of Badminton. Core skills, to include: Serving:

Short

Long Return of serve Forehand Shots:

Overhead clear

Drop shot

Lift/underarm clear

Smash

Drive Teamwork and communication with partner (doubles only) Advanced skills, to include: Serving:

Flick Net shots Backhand shots:

Overhead clear

Drop shot

Lift/underarm clear

Smash

Drive Footwork and court positioning Decision making and tactical awareness, to include:

Selection of appropriate shot

Principals of attack and defence e.g. roles and positioning

Understanding of positions and roles in attack and defence

Applying tactics in different competitive situations (singles or doubles tactics)

Applying different systems/formations of play in different situations e.g. attacking and defensive formations in doubles

Applying other ploys/tactics to outwit opponent

intercepting in doubles, disguising your shot, switching positions

Awareness of the rules and regulations of the sport and their application


2d.3 Basketball The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Basketball. Core Skills, to include: Stance and footwork:

Triple threat position

Pivoting

Passing:

Chest

Bounce

Javelin/overhead Shooting:

Set shot

Jump shot

Dominant hand lay up Dribbling:

Use of dominant hand

Marking:

Player with the ball Advanced skills, to include: Shooting:

Non dominant hand Lay up

Hook shot Rebounding Dribbling:

Use of either hand

Beating opponents: (individual)

Fake and drive

Cross over step Beating opponents: (team)

Cutting

Marking:

Intercepting passes


Decision making and tactical awareness, to include:

When to run/pass/shoot/dribble

Where to run/pass/shoot/dribble

Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. man to man marking , zone defence, fast break, tandem defence(against fast break)

Appropriate use of defensive ploys – zone defence, full/half court press

Finding space

Attacking positioning on court

Defensive positioning on the court

Defensive ploys – man to man marking




2d.4 Blind Cricket Learners wishing to take part in this activity must meet the classification criteria. These can be found at www.BCEW.co.uk The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Blind Cricket. The learner is expected to perform as either a batter or bowler AND as a fielder or wicket keeper. Core skills, to include: Batting:

Selecting and playing the correct shots to the type of ball faced, including: o Footwork o Defensive shots off front foot o Drives o Cut o Pull o Running between the wickets

Teamwork and communication with batting partner Bowling:

Repetition of action for one style of bowling: o Fast, medium or spin

Line, flight and length of bowl Fielding: (outfield, infield and close)

Judgement of the approaching ball

Stopping the ball

Catching

Pick up and throw

Teamwork and communication

Wicket Keeping:

Positioning in relation to pitch and type of bowler

Stance

Low and high takes

Catches Advanced skills, to include: Batting:

Selecting and playing technically advanced shots to the type of ball faced, including: o Defensive shots off of back foot o Square cut o Hook shots o Off or on drive o Sweep

http://www.bcew.co.uk/


Bowling:

Variation in delivery in terms of line, flight, speed and length of bowl Fielding: (outfield, infield and close)

Pick up and throw for a run out

Wicket Keeping:

Leg side and off-side takes and catches

Run outs

Stumping Decision making and tactical awareness, to include:

Awareness and application of team strategies/tactics


Understanding and use of positions and roles in batting and fielding

Principals of attack and defence

Applying different systems of play in different situations e.g. switching bowling styles to keep the opposition guessing

Effective decision making for running between wickets



2d.5 Camogie The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Camogie. Core Skills, to include: Grip and swing Striking:

Stationary sliotar (dominant side)

Whilst moving (dominant side)

Free taking Catching:

Roll lift

Chest

Face Carrying:

Dribbling

Palming

Raising moving sliotar into hand

Running

The hand pass

Doubling forward

Tackling:

Ground block

Ground flick

Shoulder clash

Striking from hand

Simple evasion

Feint/side stepping Marking:

Player with the ball


Advanced skills, to include: Striking:

Stationary sliotar (non-dominant side)

Whilst moving (non-dominant side)

From the hand

Overhead

Sideline cut

Catching:

Overhead

Balancing the sliotar on the hurley/camogie stick Carrying:

Jab lift

Solo running Tackling:

Frontal air block

The hook

Blocking the sliotar overhead

The roll off

Checking Marking: Player without the ball Decision making and tactical awareness, to include:

When to run/pass/tackle/shoot

Where to run/pass/tackle/shoot

Which pass to make

Beating opponents

Finding space

Attacking positioning on field

Defensive positioning on the field

Supporting team mates through positional cover, providing passing options, communication

Sliotar distribution/retention


Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays


Positioning and organisation at defensive set pieces, calling for the sliotar.



2d.6 Cricket The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Cricket. The learner is expected to perform as either a batter or bowler AND as a fielder or wicket keeper Core skills, to include: Batting:

Footwork

Defensive shots off front foot

Drives

Cut

Pull

Running between the wickets Bowling:

Repetition of action for one style of bowling o Fast, medium or spin

Line, flight and length of bowl Fielding: (outfield, infield and close)

Stopping the ball

Catching

Pick up and throw – underarm and overarm Wicket Keeping:

Positioning in relation to pitch and type of bowler

Stance

Low and high takes

Catches

Run outs Advanced skills, to include: Batting:

Defensive shots off back foot

Square cut

Hook shots

Off or on drive

Sweep Bowling:

Variation in delivery in terms of line, flight, speed and length of bowl


Fielding: (outfield, infield and close)

Pick up and throw for a run out – underarm and overarm

Pick up and throw on the run

Wicket Keeping:

Leg side takes and catches

Stumping Decision making and tactical awareness, to include:

Awareness and application of team strategies/tactics


Understanding and use of positions and roles in batting and fielding


Applying different systems of play in different situations e.g. switching bowling styles to keep the opposition guessing

Effective decision making for running between wickets



2d.7 Dance The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Dance. The learner may be assessed in, and can provide evidence for any of the following: Ballet Ballroom Contemporary Folk Irish Street Tap Learners must complete 2 dances of a length sufficient to demonstrate the skills and an appreciation of the stimulus being used. Learners must produce a written programme prior to assessment and moderation which, depending on the style of dance, will include:

A description of steps

Counts / beats

Explanation of the stimulus selected

Development of motifs

Repetition

Phasing of the dance The level of success of the core skills is measured through the movement phases identified below:

Posture/placement

Alignment

Tension

Use of space, levels and flight

The level of success of the advanced skills is measured through the movement phases identified below: Movement skills completed with varying:

Speed

Energy

Rhythm

Flair

Originality Core Skills, to include: Specific dance movement skills applied to the appropriate discipline being assessed:

Ballet: o Pirouettes o Leaps o Balances

Ballroom: o Turns/spins o Chasse o Walks


Contemporary: o Leaps o Balances o Turns and traveling o Step patterns

Folk: o Step patterns o Movement o Rhythm

Irish: o Leaps/jumps o Balances o Turns and traveling o Step patterns

Street: o Jumps o Holds/grabs o Step patterns o Turns and traveling

Tap: o Steps with one sound building to compound steps o Wings o Pick ups o Traveling steps o Different rhythms o Head, body and arm lines to portray the style of dance

Technique of manoeuvres:

Aesthetics of movements – Body tension/extension, coordination of body parts

Balance

Control of body shape Advanced skills, (applies to all disciplines) to include: Dance movement skills applied to the appropriate discipline being assessed with more efficient and technically difficult versions of:

Ballet: o Pirouettes o Leaps o Balances

Ballroom: o Turns/spins o Chasse o Walks

Contemporary: o Leaps o Balances o Turns and traveling o Step patterns

Folk: o Step patterns o Movement o Rhythm

Irish: o Leaps/jumps o Balances o Turns and traveling o Step patterns


Street: o Jumps o Holds/grabs o Step patterns o Turns and traveling

Tap: o Steps with one sound building to compound steps o Wings o Pick ups o Traveling steps o Different rhythms o Head, body and arm lines to portray the style of dance

Technique of manoeuvres completed with high levels of:

Aesthetics of movements – Body tension/extension, coordination of body parts

Balance

Control of body shape

Expression Choreography of routines:

Motifs

Theme and variation

Repetition

Climax

Decision making and application of compositional ideas/choreography, to include:

Difficulty of routine

Choreography of routine

Responses and Interpretation to music

How to ensure the routine flows

Body awareness and ensuring that you choose movements that work well for you

Use of flight - leaps

Acceleration/deceleration of movements

Spatial awareness and moving into space

When to use showmanship to impress judges

Awareness of strengths/weaknesses and actions of other dancers e.g. adopt a different routine depending on score achieved by other competitors.

Awareness of the rules and regulations of the activity and their application (including judging signals)


2d.8 Gaelic Football The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Gaelic football Core Skills, (all outfield positions) to include: Catching: (with either or both hands)

Body

Low

Reach Maintaining possession:

The bounce

The toe tap Kicking: (dominant side)

Punt

Hook

Penalty

From the floor and from the hand Passing: (mostly dominant side passing with some non-dominant seen at times)

Fist

Hand Tackling:

Side to side charge

Simple evasion

Roll off

The near/hand tackle

The block down Marking:

Player with the ball Shooting:

Kicking the ball

Punching the ball


Core Skills, (goalkeeper) to include: Catching: (with either or both hands)

Body

Low

Reach

Kicking: (dominant side)

Punt

Hook

From the floor and from the hand Passing: (mostly dominant side passing with some non-dominant seen at times)

Fist

Hand Shot-stopping:

Catching

Kicking Advanced skills, (all outfield positions) to include: Catching: (with either or both hands)

Crouch lift

High Maintaining possession:

Soloing Kicking: (dominant and non-dominant side)

Punt

Hook

From the floor and from the hand

Passing: (can be performed equally on dominant and non-dominant sides)

Fist

Hand

Tackling:

Feint/side stepping

The near/hand tackle

The block down

Marking:

Player without the ball


Advanced skills, (goalkeeper) to include: Catching: (with either or both hands)

Crouch lift

High Kicking: (dominant and non-dominant side)

Punt

Hook

From the floor and from the hand

Passing: (can be performed equally on dominant and non-dominant sides)

Fist

Hand

Shot-stopping:

Punching

Different shot heights & ranges Decision making and tactical awareness, to include:



Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. Set piece plays, corners o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking, zonal marking



Positioning and organisation at defensive set pieces


2d.9 Goal Ball Learners wishing to take part in this activity must meet the classification criteria. These can be found here: http://www.goalballuk.com/the-sport/rules-and-regs/ The laws of the game also state that all players must wear black out masks, ensuring that no one can see. The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Goal Ball. Core skills, to include: Positioning:

In attack

In defence Throws – from stationary:

Dominant straight ball

Non-dominant straight ball

Dominant side arm

Dominant curved ball Throws – with one or more strides:

Dominant straight ball

Non-dominant straight ball

Dominant side arm

Dominant curved ball

Anticipation:

Spatial awareness of court and team positioning

Auditory localisation

Reaction time

Awareness of timekeeping Blocking - Laying out:

Dominant side Advanced skills, to include: Throws – from stationary:

Non-dominant side arm

Non-dominant curved ball

Bounces once in each required zone Throws – with one or more strides:

Non-dominant side arm

Non-dominant curved ball

Bounces once in each required zone

With 360 degree turn Blocking - Laying out:

Non-dominant side

http://www.goalballuk.com/the-sport/rules-and-regs/



Selection of appropriate throw

Understanding of roles


Applying different systems of play in different situations e.g. when winning or losing


Effective decision making in defence and attack

Awareness of team strategies/tactics

Awareness of strengths/weaknesses and actions of other players e.g. left handed players



2d.10 Handball The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Handball Core Skills, (applies to all positions, except where stated) to include: Catching: (two handed) / shot stopping (goalkeeper only)

Upper

Half upper

Lower

Mid-air

From bounce

From the ground

‘putting down’

Jumping

lunging Positions for catching the ball:

Frontal

Sidewards

Backwards Dribbling with dominant hand Passing:

Standing

Running Shooting:

Shot in place

Leaning back shot Offensive and defensive movement:

Feinting with the body

Feinting a shot

Feinting a pass

Advanced skills, (applies to all positions, except where stated) to include: Catching: (one handed assisted on both sides) / shot stopping (goalkeeper only)

Upper

Half upper

Lower

Mid-air

From bounce

From the ground

‘putting down’

Jumping

lunging Dribbling with either/both hand(s)


Passing:

Forward jumping

Vertical jump Shooting:

Vertical jump shot

Striding/jump shot

Shot whilst falling Offensive and defensive movement:

Stealing the ball

Screening an opponent without the ball

Screening an opponent with the ball Decision making and tactical awareness, to include:

When to pass/shoot/dribble

Where to pass/shoot/dribble

Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking, zonal marking



Positioning and organisation at defensive set pieces, communication


2d.11 Hockey The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Hockey Core Skills, (all outfield positions) to include: Passing:

Push

Drive

Slap hit

Receiving and stopping the ball whilst stationary:

Dribbling:

Push

Tap Shooting:

Open side technique Tackling:

Block

Jab – front and side

Marking:

Player with the ball Core Skills, (goalkeeper) to include: Passing:

Push

Drive

Slap hit

Receiving and stopping the ball whilst stationary:

Dribbling:

Push

Tap

Shot stopping:

Saving shots

Positioning

Narrowing the angles

Use of pads/feet and stick


Advanced skills, (all outfield positions) to include: Reverse stick passing:

Push

Drive

Hit

Slap

Open or reverse passing:

Aerial

Flick

scoop Receiving and stopping the ball whilst on the move:

Grip and body position

Using Reverse stick Dribbling:


Indian dribble o Close control

Marking:

Player without the ball/shadowing Advanced Skills, (goalkeeper) to include: Reverse stick passing:

Push

Drive

Hit

Slap

Open or reverse passing:

Aerial

Flick

scoop Receiving and stopping the ball whilst on the move:

Grip and body position

Using Reverse stick Shot stopping:

Distribution

Kicking

Different shot heights and ranges





Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays, short/penalty and long corners o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking, zonal marking



Positioning and organisation at set pieces, communication, command of the D (Goalkeeper only).


2d.12 Hurling The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Hurling Core Skills, to include: Grip and swing Striking:

Stationary sliotar (dominant side)

whilst moving (dominant side)

free taking/taking a free Catching:

Roll lift

Chest

Face Carrying:

Dribbling

Palming

Raising moving sliotar into hand

Running

The hand pass

Doubling forward

Tackling:

Ground block

Ground flick

Shoulder clash

Striking from hand

Simple evasion

Marking:

Player with the ball Advanced skills, to include: Striking:

Stationary sliotar (non-dominant side)

Whilst moving (non-dominant side)

From the hand

Overhead

Sideline cut

Catching:

Overhead

Balancing the sliotar on the hurley Carrying:

Jab lift

Solo running


Defending:

Frontal air block

The hook

Blocking the sliotar overhead

The roll off

Feint/side stepping

Checking Marking:

Player without the ball Decision making and tactical awareness, to include:

When to run/pass/tackle/shoot

Where to run/pass/tackle/shoot

Which pass to make

Beating opponents

Finding space

Attacking positioning on field

Defensive positioning on the field

Supporting team mates through positional cover, providing passing options, communication

Sliotar distribution/retention


Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays


Positioning and organisation at defensive set pieces, calling for the sliotar.



2d.13 Lacrosse The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Lacrosse Core Skills, (all outfield players) to include: Possession:

Cradling the stick

Carrying the ball on either side of the body Ground Balls:

Position and action for some angles of pick up Receiving the ball:

From the front

From the left or the right

Cradle action

On the run from some angles

Passing the ball:

Change of grip for overarm throw

Passing over different distances Tackling and body checking:

Closing down

Tacking safely

Positioning ‘goal side’ Shooting:

Long bounce shots

Short shots Dodging:

Moving to either side of a defender

Protecting the stick Marking:

Player with the ball Core Skills, (goalkeeper) to include: Ground Balls:

Position and action for some angles of pick up Receiving the ball:

From the front

From the left or the right

Cradle action

On the move from some angles

Passing the ball:

Change of grip for overarm throw

Passing over different distances


Shot stopping:

Saving with the stick

Saving with the hands

Saving with the body Advanced skills, (all outfield positions) to include: Ground Balls:

Position and action for all possible angles of pick up Receiving the ball:

From the left and the right

From the rear

On the run from all angles Tackling and body checking:

Stick tackles (within the rules) Shooting:

Corner shots Dodging

Rolling dodge

Marking:

Player without the ball Advanced skills, (goalkeeper) to include: Ground Balls:

Position and action for all possible angles of pick up Receiving the ball:

From the left and the right

From the rear

On the move from all angles

Shot stopping:

Saving by kicking

Different shot heights and ranges Decision making and tactical awareness, to include:

When to pass/tackle/shoot

Where to pass/tackle/shoot

Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays, shot/penalty o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking



Positioning and organisation at defensive set pieces, communication


2d.14 Netball The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Netball. Core Skills, (applies to all positions, except where stated) to include: Footwork:

Stopping/landing

Pivoting

Dodging Ball handling:

Catching whilst stationary Passing over short distances:

Chest

Overhead

Bounce

Shoulder pass

Shooting: (GS and GA only)

Stationary

Rebounds (GA, GS, GD, GK only) Marking:

Player with the ball Advanced skills, (applies to all positions, except where stated) to include: Ball handling:

Catching on the run

Catching in the air Passing over mid-long distance:

Chest

Overhead

Bounce

Shoulder pass Shooting: (GS and GA only)

Stepping Defence:

Shadowing

Interception

Marking player without the ball



When to pass/shoot/dodge

Where to pass/shoot/dodge

Which pass to make

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays, shot/penalty o Attacking positioning on the court o Defensive positioning on the court o Defensive ploys – man to man marking



Positioning and organisation at set pieces, communication


2d.15 Powerchair Football Learners wishing to take part in this activity must meet the classification criteria. These can be found at: http://www.thewfa.org.uk/laws.php The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Powerchair football. Core Skills, (applies to all positions, except where stated) to include: Ball Control using:

Using front of chair

Using the side of the chair Passing:

Short

Long

Using both edges of the chair

Kick ins

Free kicks

Goal kicks (Goalkeeper only) Shooting:

Short range Shot-stopping: (Goalkeeper only)

o Short range shots

Dribbling:

Close control Tackling:

Jockeying Marking:

Player with the ball Advanced skills, (applies to all positions, except where stated) to include: Passing:

Power

180 degree spin

360 degree spin Shooting:

Long range

Penalty kicks

Shot-stopping (Goalkeeper only) o different shot ranges o blocking

Dribbling:


http://www.thewfa.org.uk/laws.php


Marking:

Player without the ball Defence:

Blocking Decision making and tactical awareness, to include:

When to pass/shoot/block

Where to pass/shoot/block

Which pass to make

Awareness of the 2 on 1 rule and its application to the game

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays, corners o Attacking positioning on the court o Defensive positioning on the court o Defensive ploys – man to man marking, zonal marking



Positioning and organisation at defensive set pieces, communication, command of area (Goalkeeper only)


2d.16 Rowing The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of rowing. Core skills, to include: Phases of rowing:

Catch

Draw

Finish

Recovery

Balance

Demonstrating appropriate positioning of the below some of the time:

Legs

Body

Arms

Posture

Rowing on either stroke or bow side Paddling Teamwork and communication with partner/teammates/Cox Advanced skills, to include more efficient versions of: Learners should follow an appropriate technical model which leads to effective performance. Phases of rowing:

Catch

Draw

Finish

Recovery

Balance Being able to row on both stroke and bow side as required Working together as a co-ordinated team Decision making and tactical awareness, to include:

Speed of start

Selection of appropriate boat size (2, 4, 8, coxed or uncoxed)

Understanding your partner/teammates and working together


Race tactics in relation to either sprint or head race events

River positioning

Tactical rowing e.g. when to lead, when to follow and when to kick for the finish

Applying tactics in different situations



Awareness of strengths/weaknesses and actions of other rowers



2d.17 Rugby League The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Rugby League Core Skills, to include: Handling and carrying skills:

Picking up a ball: o Stationary o Moving o Falling on the ball

Passing:

Both hands in either direction

Off-loading

Kicking Receiving:

On the move

Running with the ball, balanced running Beating opponents:

Hand off

Side-step

Change of pace/direction

Kick ahead Try Scoring:

Grounding the ball with downward pressure

When and when not to use one/two hands Playing the ball in contact:

Retaining the ball

Play of the ball Contact Skills: Tackling

Basic technique from front and side

Close contact tackling


Advanced skills, to include: Handling and carrying skills: Passing:

Spin, both ways

Contact Skills: Beating opponents

Feint

Swerve

Dummying

Switching

Other set plays Contact Skills: Tackling:

Basic technique from rear

Smothering Specialist skills: (applies to some positions, learners in positions that do not require these skills may still access the full range of marks and should not be penalised for not having to show these skills)

Scrum – individual positions and roles, ball distribution, support play once ball is out

Set scrimmaging – binding, position of feet;

Kicking - high ball, grubber, box, place, positional, drop outs, place or drop kicking for conversions/penalties/drop goal


When to run/pass/kick

Where to run/pass/kick

Which pass to make

Controlled phase possession

Collective alignment

Methods to cross the gain line

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking




2d.18 Rugby Union The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Rugby Union Core Skills, to include: Handling and carrying skills:

Picking up a ball: o Stationary o Moving o Falling on the ball

Passing:

Both hands in either direction

Off-loading

Kicking Receiving:

On the move

Stationary

Ground pick-up Running with the ball, balanced running Beating opponents:

Hand off

Side-step

Change of pace/direction Try Scoring:

Grounding the ball with downward pressure

When and when not to use one/two hands Contact Skills: Tackling:

Basic technique from front and side

Close contact tackling

Ruck:

Going to ground

Placing ball behind

Support roles

Clear out


Maul:

Staying on feet

Body positioning

Support roles

Rolling maul

Tactics Advanced skills, to include: Handling and carrying skills: Passing:

Spin, both ways

Beating opponents:

Feint

Swerve

Dummying

Switching Contact Skills:

Jackal

Counter ruck Tackling:

Basic technique from rear

Smothering Specialist skills: (applies to some positions, learners in positions that do not require these skills may still access the full range of marks and should not be penalised for not having to show these skills)

Scrum – individual positions and roles, collective skills of pushing and holding, ball distribution, support play once ball is out

Set scrimmaging – binding, position of feet; angle of drive for each row

Line out play – tactics, roles and support

Kicking - high ball, grubber, box, place, positional, drop outs, place or drop kicking for conversions/penalties/drop goal


When to run/pass/kick

Where to run/pass/kick

Which pass to make

Controlled phase possession

Collective alignment

Methods to cross the gain line

Awareness of team strategies/tactics in both attacking and defending situations e.g. set piece plays o Attacking positioning on the field o Defensive positioning on the field o Defensive ploys – man to man marking




2d.19 Squash The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners may be assessed either as a team - doubles or as an individual – singles. Learners may not be assessed in both for their GCSE (9–1) PE. The learner(s) is/are assessed performing the acquired and developed skills of Squash. Core skills, to include: Serving Return of serve Drives: (forehand and backhand)

Straight drive

Cross court Boasts: (forehand and backhand)

Simple boast

Trickle boast

Volleys (forehand and backhand) Drop shot (forehand) Lob: (forehand)

Cross court

Straight Teamwork and communication with partner (doubles only) Advanced skills, to include: Boasts: (forehand and backhand)

Squeeze boast

Back wall boast

Skid boast

Lob: (forehand and backhand)

Cross court

straight

Kill shots:

Simple kill shot (forehand and backhand) Footwork and court positioning





Understanding of positions and roles in attack and defence e.g. dominating the T, interference and obstruction

Applying tactics in different competitive situations

Applying different systems/formations of play in different competitive situations e.g. (singles and doubles tactics)

Applying other ploys/tactics to outwit opponent e.g. serve, second serve and volley, intercepting in doubles, disguising your shot, switching positions

Awareness of team strategies/tactics (doubles only)

Awareness of strengths/weaknesses and actions of other players e.g. fitness



2d.20 Table Cricket Learners wishing to take part in this activity must meet the classification criteria. These can be found at http://www.lordstaverners.org/table-cricket The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Table Cricket. The learner is expected to perform all roles within this activity, bowler, batter and fielder. Core skills, to include: Batting:

Selecting and playing the correct shot to the type of ball faced, including: o Grip o Ability to hit the ball o Keeping the ball on the table o Control

Bowling:

Consistent speed of push

Knowing which ball to use

Appropriate use of the swing ball Fielding:

Slow to medium speed of reaction to the ball

Appropriate positioning of your fielder

Use of one hand to move fielder Advanced skills, to include: Batting:

Selecting and playing the correct shot to the type of ball faced, including: o Adjusting the angle of hit o Adjusting the power of hit o Ability to aim for scoring zones

Bowling:

Different speeds of push

Adjusting the angle of the ramp Fielding:

Anticipating the ball

Fast speed of reaction to the ball

Ability to move fielder without being penalised for touching the next fielder

Use of either hand to move fielder (may not be relevant to all learners)

Catching the batter out through deliberate movement of fielder

http://www.lordstaverners.org/table-cricket




Understanding of positions and roles batting and fielding



Applying different systems of play in different situations e.g. switching bowling styles or balls to keep the opposition guessing


Effective decision making for batting order


Awareness of strengths/weaknesses and actions and ability of other players



2d.21 Table Tennis The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners may be assessed either as a team - doubles or as an individual – singles. Learners may not be assessed in both for their GCSE (9–1) PE. The learner(s) is/are assessed performing the acquired and developed skills of table Tennis Core skills, to include: Serving Return of serve Offensive strokes: (forehand and backhand)

Hit

Flick

Smash Defensive strokes: (forehand and backhand)

Push/slice

Chop Application of spin on strokes:

Topspin

Backspin Teamwork and communication with partner (doubles only) Advanced skills, to include: High toss service Offensive strokes: (forehand only)

Loop

Counter-hit Defensive strokes: (forehand only)

Block

Lob

Application of spin on strokes:

Sidespin

Corkspin Footwork and positioning







Applying different systems/formations of play in different competitive situations e.g. (singles or doubles tactics)



Awareness of strengths/weaknesses and actions and ability of other players e.g. fitness



2d.22 Tennis The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners may be assessed either as a team - doubles or as an individual – singles. Learners may not be assessed in both for their GCSE (9–1) PE. The learner is assessed performing the acquired and developed skills of Tennis. Core Skills (both singles and doubles unless stated) to include: Serving Return of serve Groundstrokes:

Forehand

Backhand Volleys:

Forehand

Backhand Forehand Lob Court positioning:

Footwork

Speed

Mobility

Advanced skills, to include: (both singles and doubles unless stated) Groundstrokes: – variety of spin (backspin / slice and topspin)

Forehand

Backhand Serve:

Use of spin (slice or topspin)

Second serve Drop shot / volley Overhead / smash Footwork and court positioning







Applying different systems/formations of play in different situations e.g. attacking and defensive formations in doubles



Awareness of strengths/weaknesses and actions of other players e.g. fitness



2d.23 Volleyball The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of volleyball. Core skills, to include: Serving:

Tennis

Float Return of serve Overhead techniques:

Volley

Setting

Spike Underhand techniques:

Dig

Receiving service Rebounding Teamwork and communication Advanced skills, to include: Serving:

Jump-topspin

Jump-float Overhead techniques:

Block Underhand Techniques:

Emergency retrieve techniques Net play Back court play Anticipation of and reactions to the ball Footwork and court positioning







Applying different systems/formations of play in different situations e.g. serving and receiving serve to keep the opposition guessing

Applying other ploys/tactics to outwit opponent e.g. disguising shots and serves or switching positions


Awareness of strengths/weaknesses and actions of other players



2d.24 Wheelchair Basketball Learners wishing to take part in this activity must meet the classification criteria. These can be found here: http://www.gbwba.org.uk/gbwba/index.cfm/get-involved/classification/ The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Wheelchair Basketball. Core Skills, to include: Chair control:

Starting

Stopping

Hand position on wheels

Forwards movement

Direction change Gaining possession:

Catching the ball

Ball pick up

Passing:

Chest

Feed off

Hook

Shooting:

Set shots

Free shots

One handed shot

Two handed shot Dribbling:

2 pushes, 1 bounce

Use of (mainly) one hand

Ability to beat opponents Marking:

Player with the ball Advanced skills, (applies to all points classifications except where stated) to include: Chair control:

Pivoting sharply

Can move quickly and effectively around the court

http://www.gbwba.org.uk/gbwba/index.cfm/get-involved/classification/


Passing:

Hand off

Bounce (1 and 2 point players only)

Overhead (1 and 2 point players only)

Catching the ball

Shooting:

Lay ups

Hook shots Dribbling:

Use of both hands (where able)

Continuous dribble

Marking:

Player without the ball Decision making and tactical awareness, to include:



Which pass to make


Finding space


Defensive positioning on the court





2d.25 Wheelchair Rugby Learners wishing to take part in this activity must meet the classification criteria. The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Wheelchair Rugby. Core Skills, (applies to all points classifications except where stated) to include: Chair control:

Starting

Stopping

Hand position on wheels

Forwards movement

Direction change

Gaining possession:

Catching the ball with both hands

Ball pick up Passing: (some passes will not be relevant to those learners with a points classification of less than 2.0)

Roll

Bump pass

Scoop

Two handed toss

Forearm

Chest

Flip

Hook

One handed overhead

Two handed overhead

Throw in

Attacking/Scoring:

Controlled possession on the ball

Catching before the line

Evading defence

Crossing the line Dribbling:

Use of (mainly) one hand


Defending:

Marking – Know your man

Closing down an opponent

Corner trap

Picks: o Front o Double side


Advanced skills, (applies to all points classifications except where stated) to include: Chair control:

Pivoting sharply

Can move quickly and effectively around the court Gaining possession:

Catching the ball with one hand (may not be relevant to some points classifications)

Passing: (some passes will not be relevant to those learners with a points classification of less than 2.0)

Flip

Hook

One handed overhead

Two handed overhead

Throw in

Dribbling:

Use of both hands (where able) Defending:

Double trap

Picks: o Wheel backs o Double front back o Back to wheel




Which pass to make


Finding space


Defensive positioning on court





2e. Skills criteria for practical activities – ‘Individual’

Individual Activity Restrictions and allowances Page

Amateur boxing 69

Athletics 70

Badminton Cannot be assessed with doubles. 19

Boccia 73

Canoeing 75

Cycling Track or road cycling only. 77

Dance Cannot be used as both a Team and Individual activity. 28

Diving Platform diving. 79

Equestrian 81

Golf 83

Gymnastics 85

Kayaking Cannot be assessed with sculling, canoeing or rowing. 89

Polybat 91

Rock climbing Can be indoor or outdoor. 93

Sculling Cannot be assessed with kayaking, canoeing or rowing. 95

Skiing Must take place on snow, but can be indoor or outdoor. Cannot be assessed with snowboarding.

96

Snowboarding Must take place on snow, but can be indoor or outdoor. Cannot be assessed with skiing.

97

Squash Cannot be assessed with doubles. 54

Swimming Cannot be synchronised. 98

Table Tennis Cannot be assessed with doubles. 58

Tennis Cannot be assessed with doubles. 60

Trampolining 99

For the activities of Badminton, Dance, Sculling, Squash, Table Tennis and Tennis please see the skills criteria on the page indicated within the ‘team activity’ list.


2e.1 Amateur boxing

The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of amateur boxing. Core skills, to include:

Body position, in both attack and defence: o Stance o Guard o Balance o Weight distribution

Punching with power and speed: o Jab o Cross o Hook o Uppercut o Simple ‘one, two’ combinations o Use of reach

Footwork/ defensive movements: o Duck o Moving away

Advanced skills, to include:

Punching: o Longer combinations involving multiple numbers of and types of punch

Footwork/defensive movements: o Slip o Lateral footwork o Blocking/parrying/covering up o Switching the area and angle of attack


Reading and anticipating your opponent



Awareness of strategies/tactics in attack and defence

Awareness of strengths/weaknesses and actions of yourself and your opponents



2e.2 Athletics The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Track and Field Athletics. The focus of the tasks will be: Any two events, chosen from the lists below.

Track o 100m o 200m, o 300m/400m ( gender appropriate distance) o 800m o 1500m o 3000m o 1500m Steeple Chase o Hurdles 80m/100m (gender appropriate distance) o 300m/400m (gender appropriate distance)

Jumps o High Jump o Long Jump o Triple Jump o Pole Vault

Throws o Shot o Discus o Javelin o Hammer

Track events Core skills, to include:

Starting

Finishing

Posture

Leg action

Arm action

Head carriage Advanced skills, to include: Learners should follow an appropriate technical model which leads to effective performance in the chosen event.

Starting: o Use of Blocks (where relevant)

Leg action: o Foot strike o Cadence

Bend running (where relevant)

Stride pattern / pacing

Hurdling with either leg (where relevant)



Pre-race tactics

Changing and adapting your race tactics

Positioning in the field, where to run in the pack, when to lead and when to follow (where appropriate)

Timing of kicking for the finish line

When to dip for the finish line

Awareness of the rules and regulations of the event and their application (including officials commands / signals)

Jumping events Core skills, to include:

Approach

Synchronisation of arm and leg action

Take off /pole plant

Flight

Landing

Advanced skills, to include: Learners should follow an appropriate technical model which leads to effective performance in the chosen event.

Approach: o Hitting appropriate speed for take off

Efficient transition between technical phases of the movements

Flight: o Appropriate elevation

Landing o movement of the body beyond initial point of contact (long jump and triple jump)


Pre-event tactics

Tactics for qualifying jumps / Entry height and the choice of when to ‘pass’ on a height/round

Changing and adapting your jump tactics: o Consideration of weather conditions o Appropriate distance/number of steps chosen for run up o In competition check mark adjustment


Throwing events Core skills, to include:

Initial stance

Grip

Throwing action

Release phase

Recovery phase /follow through


Advanced skills, to include: Learners should follow an appropriate technical model which leads to effective performance in the chosen event.

Travel: o use of cross step / glide (where applicable) o rotational throws (where applicable)

Release phase: o Appropriate angle of release

Efficient transition between technical phases of the movements Decision making and tactical awareness, to include:

Pre-event tactics

Tactics for qualifying throws

Changing and adapting your throwing tactics: o Consideration of weather conditions o Check mark adjustments (Javelin only)



2e.3 Boccia Learners wishing to take part in this activity must meet the classification criteria. These can be found here: http://gb-boccia.org/about-boccia/ The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Boccia. Learners may be assessed only as an individual – singles. Core Skills, to include: Sending:

From some of the boxes

By one or both hand(s) OR

By one foot or both feet OR

By use of an assistive device (if unable to send via hands or feet)

To some areas of the court covering both: o Width o Depth

Shot types:

Rolling

Short

Long Control of shot:

Length

Speed

Use of spin

Use of bounce and continue

Aim to cling

Positioning: o Interception o Covering

Advanced skills, to include: Sending:

From any of the boxes

To any area of the court, covering both: o Width o Depth

Shot types:

Aerial

Linking

Control of shot:

Use of backspin to bounce and stop

Use of ricochet

http://gb-boccia.org/about-boccia/



Which send to make

Where to aim

Awareness of tactics in both attacking and defending situations e.g. what do when you are already closest to the Jack

Principles of attack

How to provide scoring opportunities

How to strategically position the balls

Securing a lead

Use of blocking for width and depth

Awareness of strengths/weaknesses and actions of the opposing player



2e.4 Canoeing

The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Canoeing in an outdoor environment. Core skills, to include: These skills should be demonstrated on still/calm water Introduction:

Embark/disembark

Stopping/emergency stop

Capsize drill Strokes:

Paddling – forwards/backwards

Sweep and reverse sweep strokes

Draw stroke

Support strokes Turns:

Low brace turn

High brace turn Sculling:

for support

draw

T draw Ferry glide, up and down stream Rafting up Advanced skills, to include: These skills should be demonstrated on still/calm water Strokes:

C stroke

Stern rudder

Turns:

Bow rudder turn Deep water rescue Deep water re-entry These skills should be demonstrated on moving water at grade 2 or above Strokes:

Sweep and reverse sweep strokes

Draw stroke

Support strokes


Turns:

Low brace turn


for support

draw

T draw Cutting in and out of moving water Decision making and tactical awareness, to include:

Selection of appropriate boat size

Applying tactics to cope with different water conditions


Awareness of conditions

Awareness of strengths/weaknesses and actions of other canoers

Application of safety principles



2e.5 Cycling Learners may complete this activity on the road or on a track. The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Cycling. The learner will be assessed in, and should provide evidence for any two of the following:

Track o 200m sprint (male and female) o 500m time trial (female) o 1km time trial (male) o 2km pursuit (female) o 3km pursuit (male)

Road o 10 mile time trial (male) o 10 mile time trial (female) o 25 mile time trial (male) o Road racing

Core skills, to include:

Starting

Finishing

Posture

Leg action

Hand/arm position

Head Carriage Advanced skills to include: Learners should follow an appropriate technical model which leads to effective performance in the chosen event. Race starting Race finishing Pacing:

Climbing and descending (road cycling only)

During the bank (track cycling only)

During cornering (road cycling only) Overall efficiency:

Appropriate pedalling RPMs

Appropriate use of gears (if not using a fixed wheel bike)

Use of and adjustment of speed and braking Ability to slip stream (where relevent)



Applying tactics to cope with different road and weather conditions (road cycling only)

Applying race tactics

Applying tactics to overcome any weaknesses you feel you may have

Awareness of conditions (road cycling only)

Awareness of racing lines and positioning

Knowing when to tuck or stand

Group riding/ pacelines



2e.6 Diving The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Diving. Learners are expected to perform six dives in total chosen from the lists below. Dives should show the full range of skills of the learner and their performance should contain a mixture of core and advanced dives (as appropriate) to enable the learner to access the mark point they are deserving of. The level of success of the core and advanced skills are measured through the movement phases identified below: Forwards and backwards take off as applied to your dives:

Arm swing

Posture

Hip position

Height

Safety Body shape as applied to your dives:

Aesthetic quality

Elongated

Toe position

Tension Core skills, to include: Dives may be performed from either the poolside or a 1m board Travel during the dive:

height at apex of dive

Appropriate distance from board

Body positioning during dive

Transition between body positions

Control Entry into the water:

Upright

Clean

Straight

Toes pointed


Type of dive: (to be selected from the list below)

Forward dive piked

Forward jump, piked (arm swing)

Inward dive with tuck

Forward somersault open-pike

Back dive, ½ twist

Forward jump

Pike fall

Forward somersault piked

Back dive with tuck

Reverse dive with tuck

Inward dive piked

Forward somersault

Back dive, ½ twist Advanced skills, to include: Dives may be performed from a 3m or 5m board Type of dive:

Forward dive piked

Back tuck roll (crouch)

Reverse dive with tuck

Forward 1½ somersault

1 twist

Back dive, ½ twist

Forward jump, piked

Forward pike roll

Forward 1 ½ somersaults, piked

Back dive with tuck

Reverse dive piked

Inward 1½ somersaults tuck

Inward 1½ Somersault Pike

Back 1½ Somersault, ½ twist Entry:

Ripped (no splash) Decision making and tactical awareness, to include:

Selection of appropriate dives for your ability

Selection of appropriate height of board

Principals of the dive being completed

Applying tactics/strategy in different situations

Body awareness

Use of flight

Awareness of strengths/weaknesses and actions of other divers e.g. adopt a different routine/tariff of discipline depending on score achieved by other competitors.



2e.7 Equestrian The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Horse Riding. The learner will be assessed in, and should provide evidence for any of the following: Dressage Show Jumping Cross Country Horse Racing Core Skills, (applies to all disciplines) to include: Preparation and Handling skills:

Safe handling

Putting saddle/bridle on

Leading the horse

Safe mounting and dismounting Rider position and rein hold:

Posture/body is correctly aligned

Position/seat is appropriate

Hand and leg position

Sitting and rising

Balance

Control

Recovery

Correction

Rhythm

Tempo and timing

Impulsion

Effectiveness Use of Aids:

Natural: o Legs – inside and outside o Hands – inside and outside o Body and seat o Voice

Artificial: (where relevant) o Whips o Spurs o Knowledge of when they are permitted

Pace work:

Working at different paces – increase and decrease pace

Flatwork drills in walk, trot and canter – with stirrups


Jumping: (where required)

Posture/body is correctly aligned

Position/seat is appropriate

Hand and leg position

Control

Recovery

Correction

Rhythm

Tempo and timing

Impulsion

Effectiveness

Clears jumps up to 90cm in height

Horse may refuse up to 2 jumps in a round

An intermediate level of faults are given in a round Advanced skills, (applies to all disciplines) to include: Pace work:

Flatwork drills in walk, trot and canter –without stirrups Advanced pace work:

Flatwork drills in and the transition between – o Free/medium/collected/extended walk o Medium/working/collected/extended trot o Medium/working/collected/extended canter

Jumping: (where required)

Clears jumps up to 1m in height

Horse may refuse up to 2 jumps in a round

An intermediate level of faults are given in a round Decision making and tactical awareness, to include:

Difficulty of course/routine, balance of difficulty with quality of execution

Composition and flow of routine (dressage)

When to change pace

Which route to take (show jumping/cross country)


Spatial awareness, how to make full use of the space that you have

Use of showmanship to impress judges

Awareness of strengths/weaknesses and actions of other performers e.g. adopt a different routine/route/pace depending on score achieved by other competitors.



2e.8 Golf

The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Golf. Learners should be assessed on both isolated movement patterns and under a normal competitive environment (Medal or Stableford). Core skills, to include: Course Management:

Club selection

Target accuracy Putting:

< 2 Foot

2 - 6 Foot

6 - 10 Foot

Short Irons: (9, PW, SW, LW)

Chipping

Pitching Mid Irons: (5, 6, 7, 8)

Action from fairway Long Irons: (3, 4)

Action from fairway Fairway Woods / Hybrids:

Action from fairway Driving:

Stroke action

Playing from different lies:

Fairway

Light rough Advanced skills, to include: Course Management:

Distance control Putting:

Uphill

Downhill

Short Irons: (9, PW, SW, LW)

Bunker Play (Greenside)


Mid Irons: (5, 6, 7, 8)

Stroke action from tee

Draw

Fade Long Irons: (3, 4)


Draw

Fade Fairway Woods / Hybrids:


Draw

Fade Driving:

Draw

Fade

Playing from different lies:

Ball above the feet

Ball below the feet Decision making and tactical awareness, to include:

When to opt for safe or strategic play

How to plan for a ‘break’ on the green and how to control your put

How much power to put into a stroke in order to control the distance the ball travels

Awareness of how far the ball carries off of different clubs

Where to aim for optimal target accuracy

Awareness of environmental conditions and how they can affect the shots you play

Awareness of how the lie of the ground off the green can affect the shot selection



2e.9 Gymnastics The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Gymnastics. The learner will be assessed in, and should provide evidence for any two of the following: Olympic Gymnastics – Vaulting Floor Pommel Horse (Male) Rings (Male) Bar (Male) Asymmetric/Uneven Bars (Female) Beam (Female) Or Rhythmic Gymnastics - Ball Clubs Hoops Rope Ribbon Where a routine is required it should be of a length sufficient to demonstrate the full range of core and advanced skills the learner is capable of (and if applicable, an appreciation of the stimulus being used) to enable the learner to access the mark point they are deserving of. Core Skills, to include as applicable to the disciplines chosen: Olympic gymnastics skills applied to the appropriate discipline being assessed with low tariff versions of: Take off, flight and landing Rolls – forward and backward variations:

to straddle

dive forward

Balances using different parts of the body Cartwheels Round offs Jumps/leaps Twists/pivots Steps Tumbling lines Dance elements


Transistions Low tariff release/dismounts off equipment

Basic Vaulting:

Squat and Straddle

Handspring

Long arm o Run up o Use of spring board/trampette o dismount

Pommel Horse:

Single and double leg work

Clockwise or counter-clockwise

Turns Rings:

One static strength move within your routine Bar/bars:

Controlled swinging/circling Rhythmic gymnastics skills applied to the appropriate discipline being assessed with low tariff versions of: Skipping Circles Figures of 8 Balancing equipment on the body Swinging Throwing Rolling Rotating

Clubs:

Tapping/Beating

Hoop:

Passing through/Over

Ball:

Trapping

Bouncing

Ribbon:

Coils

Snaking

Spiralling


Advanced skills, to include where applicable: Olympic gymnastics skills applied to the appropriate discipline being assessed with intermediate tariff versions of: Advanced rolls – roll to handstands Hand/head springs Somersaults Saltos –forwards/backwards Walkover Higher tariff dismounts off equipment Advanced Vaults:

Handspring with half turn on/off

Round off over vault

Longarm with full twist

Any vault from the FIG code of points Pommel Horse:

Flares

Rings:

Two or more static strength moves within your routine Rhythmic gymnastics skills applied to the appropriate discipline being assessed with intermediate tariff versions of: Skipping Circles Figures of 8 Balancing equipment on the body Swinging Throwing Rolling Rotating

Clubs:

Tapping/Beating

Hoop:

Passing through/Over

Ball:

Trapping

Bouncing


Ribbon:

Coils

Snaking

Spiralling

Decision making and application of compositional ideas/choreography, to include:

Difficulty/tariff of routine to complete

Composition of routine

How to respond to and interpret the music (where appropriate)

How to ensure that the routine flows

Body awareness, how to move effectively, smoothly and precisely

Use of flight, when to move


Spatial awareness, how to make full use of the space that you have

Use of showmanship to impress judges

Awareness of strengths/weaknesses and actions of other gymnasts e.g. adopt a different routine/tariff of discipline depending on score achieved by other competitors.



2e.10 Kayaking The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Kayaking. Core skills, to include: These skills should be demonstrated on still/calm water Introduction:

Embark/disembark

Stopping/emergency stop

Capsize drill Strokes:

Paddling forwards and backwards

Sweep strokes

Draw stroke Turns:

Low brace turn


for support

draw

T draw Ferry glide, up and down stream Advanced skills, to include: These skills should be demonstrated on still/calm water Strokes:

J stroke

Stern rudder

Turns:

Bow rudder turn

Cutting in and out of moving water Bow rescue Deep water re-entry


These skills should be demonstrated on moving water at grade 2 or above Strokes:

Sweep strokes

Draw stroke Turns:

Low brace turn


for support

draw

T draw Decision making and tactical awareness, to include:

Selection of appropriate boat size

Applying tactics to cope with different water conditions



Awareness of strengths/weaknesses and actions of other kayakers




2e.11 Polybat Learners wishing to take part in this activity must meet the functional profiles. These can be found here: http://www.ntu.ac.uk/adapted_sports/adapted_games/polybat/rules/polybat_functional_profiles.html The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners may be assessed only as an individual – singles. The learner(s) is/are assessed performing the acquired and developed skills of Polybat. Core skills, to include: Service:

Varied angle of strike to a side panel

Use of different side panels Return of service Strokes:

Hit

Push

Forehand

Pace of ball is consistently the same

Ability to keep ball on the table Positioning and reactions:

Being in the right place

Having your bat in the right place

Bat placement

Low-medium speed of reaction to the ball Advanced skills, to include: Service:

Varied angle of strike to both side panel

Strokes:

Backhand

Variation in pace of ball Positioning and reactions:

Anticipating the ball

fast speed of reaction to the ball

http://www.ntu.ac.uk/adapted_sports/adapted_games/polybat/rules/polybat_functional_profiles.html

http://www.ntu.ac.uk/adapted_sports/adapted_games/polybat/rules/polybat_functional_profiles.html




Understanding of positioning for attack and defence



Applying other ploys/tactics to outwit opponent e.g. adjusting the speed of return

Awareness of strengths/weaknesses and actions/ability of your opposition



2e.12 Rock Climbing The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Rock climbing either indoors or outdoors. Learners may take part in competitions for either: Lead climbing Speed climbing Core Skills, to include: Safety:

Fit and secure helmet

Fit harness/belt

Tie rope to harness/clip, figure of eight into Karabiner and tighten

Use of correct climbing calls and communication Knots:

Tie a bowline

Tie a figure of 8 Route planning:

Work out how you are going to traverse the face

Know the conditions you are likely to face (outdoor only) Bouldering:

Low level traverse Climbing and descending methods:

Climb showing 3 points of contact

Foot jam

Hand jam/palm plant

Perform a bridge

Abseiling o Safe use of o Perform an abseil controlling own descent

Semi-direct belay:

Single point belaying

Anchor the belayer

Belay a climber using a belay device


Advanced skills, to include: Climbing and descending methods:

Ascend a mantle shelf or overhang

Perform a layback

Heel hook

Flagging

Back stepping

Toe hook

Abseiling: o Knowledge of a Prussik knot

Belay:

Multiple belay

Belay a climber during a fall Decision making and tactical awareness, to include:

Use of appropriate equipment

Which route to take

When to take risks

Applying tactics to cope with different conditions/levels of difficulty

Applying tactics to a competitive environment


Awareness of strategies/tactics when climbing

Awareness of strengths/weaknesses and actions of other climbers e.g. ability to complete a more technical route and moves to beat an opponent


Awareness of the rules and regulations and their application in competitive situations


2e.13 Sculling The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Sculling. Core skills, to include: Phases of sculling:

Catch

Draw

Finish

Recovery

Balance

Steering

Demonstrating appropriate positioning of the:

Legs

Body

Arms

Hands

Posture

Paddling Teamwork and communication with partner/teammates (doubles or fours only) Advanced skills, to include more efficient versions of: Learners should follow an appropriate technical model which leads to effective performance. Phases of sculling:

Catch

Draw

Finish

Recovery

Balance

Steering Working together as a co-ordinated team (doubles or fours only) Decision making and tactical awareness, to include:

Speed of start

Selection of appropriate boat size (1, 2, 4, coxed or uncoxed)

Understanding your partner/teammates and working together


Race tactics in relation to either sprint or head race events

River positioning

Tactical rowing e.g. when to lead, when to follow and when to kick for the finish




Awareness of strengths/weaknesses and actions of other rowers



2e.14 Skiing The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of (Alpine) Skiing. Leaners must be assessed on snow, however this may be outdoors or inside. The use of dry ski slopes is not permitted Core skills, to include: These may be demonstrated on appropriate terrain on a minimum of a red run

Ascend and descend a short slope of moderate gradient

Control rate of descent by ploughing

Control speed and direction of travel whilst plough steering

Show the development of plough steering to plough parallel turning

Show plough parallel turning over a range of amplitudes

Show linked parallel turning with a pole plant

Skid to a halt from both sides

Advanced skills, to include: These should be demonstrated on appropriate terrain on a minimum of a red run

Show rhythmical parallel turning across a variety of conditions

Parallel turning varying the extent to which skis skid as appropriate

Modify tempo and intensity of turning to control speed of travel as appropriate

Make rhythmical arcs within differing corridors

Make rhythmical arcs and change the amplitude of arcs during the descent

Skate around arcs [showing support against outside ski before the skis travel through fall line).

Quality of performance: Across all tasks the learner should show and maintain appropriate posture and balance with good coordination of biomechanically sound movements. Decision making and tactical awareness, to include:

Decide when it is safe to descend [following the ski way code]

Identify key points of the ski way code and apply them.

Recognise potential hazards

Modify speed and direction of travel as a response to more challenging terrain.

Select an appropriate route based on conditions

Select a range of routes taking into account their own ability & density of skiers.

Pre determine routes and modify as required.

React to changing snow characteristics



2e.15 Snowboarding The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Snowboarding. Leaners must be assessed on snow, however this may be outdoors or inside. The use of dry ski slopes is not permitted

Core skills, to include: These may be demonstrated on appropriate terrain on a minimum of a red run

Identify key components of snowboard equipment

Ascend and descend a short slope of moderate gradient

Control rate of descent by Side-slipping (toe & heel edge)

Control speed and direction of travel whilst side-slipping on both edges [diagonal side-slipping]

Use a ski lift

Show a development of Falling Leaf into the fall line, where steering is achieved by ‘twisting’ the board (foot steering) on both toe & heel edge.

Show falling leaf over a range of angles of descent.

Show linked basic turning with rhythmical arcs

Skid to a halt - [from both edges]

Advanced skills, to include: These should be demonstrated on appropriate terrain on a minimum of a red run

Show rhythmical turning across a variety of conditions

Linked turning varying the extent to which the board skids as appropriate

Modify tempo and intensity of turning to control speed of travel as appropriate Make rhythmical arcs within a corridor

Make rhythmical arcs and change amplitude of arcs during the descent

Link switch turns (travelling with the back foot leading) on easier terrain Quality of performance: Across all tasks the learner should show and maintain appropriate posture and balance with good coordination of biomechanically sound movements. Decision making and tactical awareness, to include:

Decide when it is safe to descend [following the ski way code]

Ride in a manner which is consistent with the ski way code.

Recognise potential hazards

Choose terrain and speeds of travel appropriate to their level of skill

Select appropriate routes based on conditions

Select a range of routes taking into account their own ability and density of slope users.

Pre determine routes and modify as required.

React to changing snow characteristics



2e.16 Swimming The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of swimming. The focus of the tasks will be: Any two events, chosen from the lists below. (these may be the same stroke) Front crawl; 50m, 100m, 200m, 400m, 800m, 1500m Back crawl; 50m, 100, 200m Breaststroke; 50m, 100, 200m Butterfly; 50m, 100, 200m Core skills, to include: Starting Turning Finishing Quality of execution of chosen two events:

Body position

Leg action

Arm action

Breathing

Timing Advanced skills, to include: Learners should follow an appropriate technical model which leads to effective performance in the chosen event. Racing starts Racing turns Race finish Stroke number/pacing Optimal breathing techniques Optimise the distance travelled underwater following a start or a turn Decision making and tactical awareness, to include:

Timing of breathing

How far to travel underwater after a start/turn

When to turn e.g. knowing your number of strokes per length/from the flags

Application of strategy to sprints and longer races and the difference this makes to your stroke

Application of race tactics to your events

Awareness of your position in the lane



2e.17 Trampolining The learner’s level of success in this activity is measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Practical Performance. The learner is assessed performing the acquired and developed skills of Trampolining. Learners must perform two 10 contact routines, these should show the full range of skills of the learner and contain a mixture of core and advanced skills (as appropriate) to enable the learner to access the mark point they are deserving of. Core skills, to include: Shapes:

Tuck

Straddle

Pike

Twists:

Half

Full Seat Drop

Rotational movements:

Front landing

Back landing

Combined movements:

Swivel hips

Half/full twist in/out of front and back landing

Seat to front

Front to seat Quality of execution: Form, to include:

The quality of the individual elements of the sequence

Sequence’s accuracy as well as its conformity to regulations

Height Consistency:

Continuity/flow of the sequence Control, to include:

Success in both the individual elements and the sequence as a whole;

Centring;

Phasing.

Maintenance of height and body position


Advanced skills, to include:

Back to front

Front to back

Half turntable

Cradle

Front somersault (tucked)

Back somersault (tucked) Decision making and application of compositional ideas/choreography, to include:

Difficulty of routine, balance of difficulty with quality of execution

Composition of routine

Flow of routine

Order of the skills in routine

Body awareness

Use of flight


Spatial awareness

Use of showmanship

Awareness of strengths/weaknesses and actions of other performers e.g. adopt a different routine/tariff of discipline depending on score achieved by other competitors.



2f. ‘Off-site’ activities for which all learners being assessed must be filmed

Team activities Blind Cricket Goal Ball Powerchair football Rowing Table Cricket Wheelchair basketball Wheelchair rugby Individual activities Amateur Boxing Boccia Canoeing Cycling Diving Golf Equestrian Kayaking Polybat Rock Climbing Rowing Sculling Skiing Snowboarding Swimming

Ofqual’s Subject Level Conditions and Requirements for Physical Education require

that any sport or activity which is not capable of live moderation is supported by an audio visual recording of the evidence generated by each learner in that assessment. Activities deemed by OCR to present this challenge are referred to as being ‘off-site’. Although some centres may have suitable on-site facilities for some of the activities listed above, many will not. In some cases, the availability of other suitable participants for moderation activities may also be unlikely, for example in amateur boxing or blind cricket. Where centres do have facilities which enable on-site assessment of activities listed above, they are still required to produce filmed evidence for all learners being assessed in them as moderation is conducted in groups of centres, and they may not be the ‘host’ for the moderation visit.


3. Teacher guidance on planning the NEA

3a. Guidance on the release of the NEA tasks to learners

3a.1. Choice of NEA task

For the practical performances teachers

will be able to design their own tasks

according to the assessment criteria and

specific activity information provided by OCR.

Centres should generate tasks of suitable

pitch and challenge to enable learners to

access to the full range of marks as indicated

in the assessment criteria and offer them

scope to demonstrate the skills and

techniques required.

For the Analysing and Evaluating

Performance task (AEP), tasks are set for

the life of the specification. Learners should

produce written work that enables them to

meet the requirements of the task, as

detailed in the assessment criteria and

guidance provided.

3a.2. Setting of NEA for practical performances and the analysing and evaluating performance task (AEP)

For the practical performances OCR will

assume a limited level of control in relation to

the setting of tasks. Centres should therefore

follow the guidance below when setting tasks.

Centres must consider the accessibility of

activities when planning the delivery of these

assessments. The need to access particular

facilities, locations and equipment, and the

frequency with which learners will need to

participate in an activity so as to be able to

access the full range of marks must be taken

into account in making these decisions. For

instance, a task which incorporates

participation in an on-site activity (e.g.

Netball) twice a week for 12 weeks would in

most cases give greater accessibility to the

full range of marks than a task which requires

participation at an off-site location which can

only be accessed infrequently (e.g. rock

climbing). The disparity between the learners’

ability access to the full range of marks which

the design of the above two tasks creates

needs to be mitigated by the centre. Careful

consideration also needs to be given to how

filmed evidence for the assessments can be

captured.

Where a learner is undertaking an off-site

activity the centre is advised to discuss with

them both accessibility to the activity (how

accessible are the ski slopes to them? how

frequently they can access the ski slopes?)

and the period of time the task will run for to

ensure that access to the full range of marks

is available. In some cases limitations around

access to an activity may mean that another

activity should be chosen.

The AEP task is set by OCR; however,

learners do have to decide in which activity

(from the approved lists) they will analyse

and evaluate their performance in. Centres

should assist learners in making this choice,

discussing what would make a suitable

project and provide suitable scope to meet

the task requirements, e.g. it may be more

difficult for learners to plan appropriate

improvements in their strongest activity, even

though their inclination may be to choose

this.


3a.3. When and how to give out the NEA tasks

For the practical performances, centres

should introduce the tasks they have

designed and commence practical activity

participation in good time to allow adequate

completion of the task.

Many learners will already have prior

knowledge and/or experience of the activities

they will be assessed in; however, learners

must be informed of the tasks set by the

centre for the activity and both the skills

criteria and the generic performance

descriptors.

Where a learner with disabilities wishes to be

assessed in an activity not contained on the

approved lists, centres may make a special

activity submission to request the inclusion of

this. Neither centres nor learners should

assume that approval will be given; therefore

learners should have an alternative activity

chosen in case of non-approval.

For the analysing and evaluating

performance task (AEP), the task should be

completed within the time limit (14 hours) and

be supervised and marked by the teacher.

Once learners are ready to undertake this

task centres should schedule the elements of

the task.

3a.4. Guidance on NEA controls

One member of staff should be designated as

being responsible for all GCSE (9–1)

Physical Education marks. This designated

member of staff will be responsible for

ensuring that comparability across all

activities, all learners and all persons

awarding marks is achieved.

Learners should be allowed sufficient time to

complete all of the tasks; however, any time

controls must be adhered to. Each learner

must produce individual and authentic

evidence for the tasks.

Authenticity control

Practical activity performances

Learners will complete all work for

assessment under direct teacher supervision

except where the activity is off-site and is

therefore under the supervision of a specialist

coach or instructor. In these instances it is

the responsibility of the designated member

of staff at the centre to provide the OCR

criteria for the activity to the specialist over-

seeing the assessment and to communicate

with them about the assessment. The teacher

assessing the work must be able to

authenticate the work. The designated

member of staff responsible for all GCSE

(9–1) Physical Education marks also needs

to be able to conduct internal standardisation

of the marks awarded, including those in

activities that may have been assessed using

advice given by external specialists.

Analysing and evaluating performance task

(AEP)

Learners may conduct their research

independently, where appropriate, but should

produce their written work under direct

teacher supervision. The designated member

of staff responsible for all GCSE (9–1)

Physical Education marks must be able to

authenticate the work and insist on

acknowledgement and referencing of any

sources used. They should also conduct

internal standardisation of the marks

awarded.

Prior to undertaking the analysing and

evaluating performance task (AEP), learners

should be given adequate guidance about

using sources. Learners may use information

from any relevant source to help them with

producing evidence for the tasks as long as

they clearly credit the source. Learners must

be guided on the use of information from

other sources to ensure that confidentiality

and intellectual property rights are maintained

at all times. It is essential that any ideas

and/or material directly taken from a source

are appropriately and rigorously referenced.

Centres may wish to include this in the ‘task

induction’ session.


Feedback control

Within GCSE (9–1) Physical Education, OCR

expects teachers to supervise and guide

learners who are undertaking work that is

internally assessed. The degree of teacher

guidance in learners’ work will vary according

to the kinds of work being undertaken. It

should be remembered; however, that

learners are required to reach their own

judgements and conclusions.

For the practical activity assessments,

feedback will be provided to learners on an

on-going basis regarding aspects of their

performance and this is integral to the

performance aspects of the subject.

For the Analysing and Evaluating

Performance task, teachers are expected to:

exercise continuing supervision of work

in order to monitor progress and to

prevent plagiarism

exercise continuing supervision of

practical work to ensure essential

compliance with Health and Safety

requirements

ensure that the work is completed in

accordance with the task requirements

and can be assessed in accordance

with the specified marking criteria

keep a record of feedback given to

learners

have one member of staff who is

responsible for all GCSE (9–1) Physical

Education marks, ensuring that

comparability of marks is achieved.

The designated member of staff responsible

for all GCSE (9–1) Physical Education marks

must be able to authenticate the work of all

learners and insist on acknowledgement and

referencing of any sources used. The

designated member of staff also needs to be

able to conduct internal standardisation of the

marks awarded across all activities, all

learners and all persons awarding marks.

Time control


Where time control is appropriate for a

physical activity, it will be stipulated in the

skills criteria for that activity within this

booklet.

Analysing and Evaluating Performance task

(AEP)

The total duration allowed for the Analysing

and Evaluating Performance task (AEP) is 14

hours.

The approximate number of hours each

section of the task should take are included

as a guide in section 2c.1, however centres

can divide the time up as they wish to best

suit their learners and facilities.

Learners may be introduced to the

requirements of the task through a Task

Induction session. This does not form part of

the 14 hours allowed to undertake the task,

but should not require more than an hour and

must be used to discuss how the task is

going to be delivered by the centre,

timings/scheduling related to this and the

general requirements of the task.

Learners should be familiar with the theory

content of the specification that will underpin

the task. This will allow teachers to

contextualise the task and enable learners to

consider what their aims and objectives are

for the task.

When teaching Components 01 and 02,

centres may wish to apply the theory content

to the concept of analysing performance, but

should not introduce the actual task.

Collaboration control

Learners must complete and/or evidence all

work individually. With reference to

collaboration control, all assessment

evidence will be provided by the individual

learner. In some team or group activities, the

performance of other learners may have an

impact on the effectiveness of the

performances of those around them and this

should be taken into consideration by centres

when deciding on the appropriateness of

tasks generated or grouping of learners.


Resource control


(AEP)

Access to resources will vary depending

upon the location of the centre. Centres may

seek advice, as needed, from external parties

or sources (coach, leader, trainer, centre,

instructor or NGBs).

Learners are allowed to use ICT to research

and produce their tasks. Learners must be

made aware of the need to properly

reference any sources used in their work.

Centres are responsible for authenticating the

work of their learners and must ensure that

the work being produced is the learners’ own

and is a true reflection of their knowledge and

understanding. It is important to stress to

learners that in order to show what they know

and understand in relation to the work which

they are doing they must interpret and apply

relevant source material. Work produced

which is largely made up of material taken

from other sources with limited evidence in

the learners’ own words does not fulfil the

criteria set for the task in terms of

‘demonstrating understanding’ and in some

circumstances may constitute malpractice.

3a.5. Guidance on task production

This should be read in conjunction with the

above section on the Guidance on NEA

controls.


It is suggested that for the practical

performances assessment is continuous, so

that in the event of injury or illness, the centre

still has evidence of attainment up to that

point.


(AEP)

Centres may choose to divide the hours

allotted to this task as suits their learners,

facilities and timetabling. The whole of the 14

hours allowed for work on the tasks must be

supervised and therefore have to happen at

the centre. Research and written work does

not need to take place under examination

conditions, but learners cannot be allowed to

take work home to spend additional time on

as ensuring that the time controls are met will

then not be possible.

Centres are responsible for retaining the work

between sessions and must be sure that the

final work was produced within the time

allowed when authenticating the evidence

prior to submission of marks for moderation.

Learners may use information from any

relevant source to help them with producing

evidence for the tasks as long as they clearly

credit the source. Learners must be guided

on the use of information from other sources

to ensure that confidentiality and intellectual

property rights are maintained at all times. It

is essential that any ideas and/or material

directly taken from a source are appropriately

and rigorously referenced. As noted earlier,

extensive use of material from other sources

without significant input from the learner

themselves will struggle to demonstrate what

they know and understand, which internal

assessment and external moderation must

reflect and which in some circumstances

could constitute malpractice.

3a.6. Task security

It is the responsibility of the centre to ensure

that learners’ analysing and evaluating

performance task (AEP) and any evidence of

performance are stored securely. Any breach

in security must be reported to OCR as soon

as possible by submitting a written report (a

blank report form is available on Interchange)

from the Head of Centre detailing the

circumstances, the learners concerned and

any action taken.

Learners’ Analysing and Evaluating

Performance task (AEP) and any evidence of

performance must be stored securely and

should be available for moderation. It is

suggested that they are destroyed after the

last date for result enquiries following the

examination series in which entries for the

units concerned are made.


Learner absence at the time of

assessment

If a learner is absent from a centre when an

assessment is carried out, the NEA task may

be set at an alternative time provided that the

centre is satisfied that security has been

maintained by keeping all materials secure.

Unexpected circumstances

If an unexpected problem (such as a fire

alarm or other circumstances beyond the

centre’s control) occurs whilst the NEA task is

taking place, the task may be resumed

subsequently provided the centre ensures

that no learner is likely to have been

advantaged or disadvantaged by doing so.

3a.7. Presentation of work


Any activity that cannot be reasonably

moderated live is defined as being ‘off-site’.

Centres must provide filmed evidence of all

learners assessed in off-site activities as

noted in section 2f (page 101). Where the

environment in which the activity is taking

place is relevant to the assessment of the

activity, centres must include a thorough and

accurate description, for example the type of

slope in skiing or grade of a climb in rock

climbing.

Full details on filmed evidence can be found

in Appendix B (page 111) of this guide.

Centres must also arrange for the filming

of all learners involved on day of

moderation. All learners and all activities

performed for moderation must be recorded.

This filmed evidence will be required if a

review of moderation is later requested.


(AEP)

Learners should only submit work which they

produce under supervision at their centre.

The work must be produced within the 14

hour maximum time allowed.

Work submitted for moderation must be

marked with the:

centre number

centre name

learner name

learner number

specification code and title

assignment title.

Work submitted for moderation by the centre

must be hard copy and therefore needs to be

able to be printed if produced in an electronic

format originally.

Learners must observe certain procedures in

the production of their assessments:

tables, graphs etc… should be

appropriately labelled

any material from other sources and not

produced by the learner must be

suitably acknowledged

quotations must be clearly marked and

a reference provided.

Learners need to continually consider what

they are contributing to and demonstrating in

their work; relying too heavily on external

sources rather than putting things in their own

words will not demonstrate their

understanding with reference to the

assessment criteria for the task. Being

selective and only using relevant material

gathered during research is a skill in itself

and will also enable learners to make the

best use of the allotted time.


3b. Guidance on marking the NEA tasks

3b.1. Marking the NEA


For the practical activity performances,

each practical activity should be marked by

the centre using the assessment criteria and

specific activity information. Marking should

be positive, using a ‘best fit’ approach and

rewarding achievement. The award of marks must be directly related to the marking

criteria.

For the practical activities the starting point

for marking the tasks is the assessment

criteria for practical activities. Using the

relevant criteria centres should familiarise

themselves with the standard of achievement

within each level. Centres should then refer

to the relevant specific activity information to

assess the level of the learner’s achievement

in the activity. Centres should use their

professional judgement in selecting the

descriptor that best describes the work of the

learner.

Centres should use the full range of marks

available to them as applicable to the

attainment evidenced; centres must award

full marks in any band where a learner’s

performances fully meet that descriptor.

Centres should also ensure that they rank

order their learners to award the correct mark

within the level.

For the practical activities assessment needs

to be on-going rather than based on

performance on one occasion. While different

activities will be delivered at different stages

of the course, learners’ marks must be based

on what they are able to do consistently in

performance in order that they can replicate

that level of performance in a moderation

situation. On-going assessment can also

assist in centres establishing correct rank

order for all of their learners within activities

and across activities, as well as informing any

special requirements requests in situations

where learners incur injury which prevents

them from being moderated or completing the

performance aspects of the qualification fully.


(AEP)

The tasks must be marked using the

assessment criteria for Analysing and

Evaluating Performance. Teachers must use

their professional judgement in selecting the

descriptor that best describes the work of the

learner.

3b.2. Authentication of the NEA outcomes

Teachers must be confident that the work they mark is the learner’s own and has been completed within the allowed time. The teacher must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of the learner’s work. As noted earlier, authenticity goes beyond whether a learner has properly referenced sources and the degree to which a substantive part of the work produced is the learners own words demonstrates their level of understanding and should therefore be reflected in the marks awarded.

Wherever possible, the teacher should discuss work-in-progress with learners. This will not only ensure that work is underway in a planned and timely manner but will also

provide opportunities for assessors to check authenticity of the work and provide general guidance.

Learners must not plagiarise. Plagiarism is considered to be malpractice and could lead to the learners being disqualified. Plagiarism sometimes occurs innocently when learners are unaware of the need to reference or acknowledge their sources. It is therefore important that centres ensure that learners understand that the work they submit must be their own and that they understand the meaning of plagiarism and what penalties may be applied. Learners may refer to research, quotations or evidence but they must list their sources. The rewards from acknowledging sources, and the credit they


will gain from doing so, should be emphasised to learners as well as the potential risks of failing to acknowledge such material. The learner must sign a declaration to this effect. Centres should reinforce this

message to ensure learners understand what is expected of them.

Please note: Centres must confirm to OCR that the evidence produced by learners is authentic.

3b.3. Internal standardisation of the NEA marking

It is important that all internal assessors,

working in the same subject area, work to

common standards. Centres must ensure

that the internal standardisation of marks

across assessors, teaching groups and

different physical activities takes place using

an appropriate procedure.

One member of staff must be designated as

being responsible for all GCSE (9–1)

Physical Education marks. The designated

member of staff will ensure that comparability

across all activities, all learners and all

persons awarding marks is achieved.

Each centre is required to internally

standardise assessment across different

activities that have been taught by different

members of staff to ensure that all learners

are fairly assessed. This fairness applies to

comparisons between learners and relative

fairness and ability between activities. The

designated member of staff responsible for all

GCSE (9–1) Physical Education marks will be

responsible for ensuring that all assessments

are standardised and accurate, particularly

where more than one teacher has been

involved in the assessment.

3b.4. Minimum requirements for the NEA

There should be clear evidence that work has been attempted and some work produced. For the practical activities assessment should be on-going, so that in the event of injury or illness the centre still has evidence of attainment up to that point.

If a learner submits no work for the internally assessed component, then the learner should

be indicated as being absent from that component on the mark sheets submitted to OCR. If a learner completes any work at all for the internally assessed component, then the work should be assessed according to the internal assessment objectives and marking instructions and the appropriate mark awarded, which may be zero.

3b.5. Submission dates for the NEA

Learners’ final marks must be despatched to

the Moderator and to OCR by March 31 of

the year they have entered for moderation in.

Please refer to the OCR website for details of

submission dates relevant to the current

series of examinations.

3b.6. Requirement to film the moderation day

Centres must arrange for the filming of all

learners involved in moderation, on the day of

moderation.

All performances the moderator sees on the

day of moderation must be recorded as they

happen.

All learners must be clearly identifiable in the

footage recorded.

This filmed evidence must be sent to OCR

within 10 working days of the moderation day

and will be used (alongside film of any offsite

activities) if a review of moderation is later

requested. This footage is confidential

between OCR and the centre and should not

be placed in the public domain.


4. Appendices


Appendix A: The moderation

Centre is sent the Visit Arrangement form (VAF) by OCR December

Centre completes and returns the VAF to OCR by the date specified on the form. If you wish to act

as a host centre please indicate that on this form. February

Moderator contacts centre with a suggested date, time and venue for the moderation visit

Centre contacts moderator to confirm/amend moderation visit arrangements

Moderator contacts centre to confirm: moderation visit arrangements activities to be moderated At the same time moderator will request: sample of filmed evidence of practical

performance (as applicable) sample of AEP tasks

Centre confirms receipt of contact. Centre sends requested performance analysis task sample and

filmed evidence of practical performance to moderator

a minimum of one week prior to moderation visit

Centre attend moderation visit with appropriate learners. All learners attending moderation and seen by the moderator are filmed. Learners may be asked

to show 1, 2 or all of their assessed activities at moderation. Centres bring all performance analysis

task work for all learners entered.

Centre sends to the moderator fully completed and checked: MS1* Centre Authentication form* NEA Summary form* Order of Merit form* spreadsheet of centre’s marks* (optional)

Results issued and Report to Centre sent to the centre

As soon as all assessment and internal

standardisation has occurred, centres can send these

documents* to the moderator

March

May

August


Appendix B: Additional guidance for filmed evidence

Centres offering GCSE (9–1) Physical Education specifications to their learners are expected to provide filmed evidence of all ‘off-site’ activities. The filmed evidence should be sent to the Moderator before the NEA deadline date for the series. (31st March) The moderator will review this evidence at home either immediately prior to or after the day of moderation, if the moderator has any concerns regarding this evidence they may ask to see a further sample of filmed evidence.

Ofqual’s Subject Level Conditions and Requirements for Physical Education require that any sport or activity which is not capable of live moderation is supported by an audio visual recording of the evidence generated by each learner in that assessment. Activities deemed by OCR to present this challenge are referred to as being ‘off-site’. ‘Off-site’ activities for which all learners being assessed must be filmed: Team activities Blind Cricket Goal Ball Powerchair football Rowing Table Cricket Wheelchair basketball Wheelchair rugby

Individual activities Amateur Boxing Boccia Canoeing Cycling Diving Golf Equestrian Kayaking

Polybat Rock Climbing Rowing Sculling Skiing Snowboarding Swimming

Although some centres may have suitable on-site facilities for some of the activities listed above, many will not. In some cases, the availability of other suitable participants for moderation activities may also be unlikely, for example in amateur boxing or blind cricket.

Where centres do have facilities which enable on-site assessment of activities listed above, they are still required to produce filmed evidence for all learners being assessed in them as moderation is conducted in groups of centres, and they may not ‘host’ the moderation visit.

Filming of activities

The rules covering the production of the filmed evidence are as follows:

1. The evidence should be in DVD/electronic format and compatible with VLC media player.

2. Each activity should be supported by filmed evidence that is sufficient to evidence the marks awarded by the centre to the learner.

3. Learners must be clearly identified in the footage, per activity, by lettered or numbered bib. The numbers must be shown against the learner's name on any relevant forms or paperwork which accompanies the filmed activities and ideally there should be an accompanying commentary, which clearly identifies learners.

4. Scores in rank order for all learners, with the identified learners clearly shown, should be sent with the filmed evidence.

5. Ideally, several minutes of the filming should be devoted to the individual skills of each identified learner. Then if learners are involved in team activities the camera should be focused on them in the game.

6. A running commentary, identifying the learners in the games situation, is helpful.

7. Learners need to be seen demonstrating their ability to perform the skills of the activity in a way which supports the mark they have been given – so they need to show the quality and range required, in the correct conditions, for the level they are assessed in. This allows the


moderator, who has no prior knowledge of your learner, to judge the appropriateness of the mark that has been awarded.

8. Where the environment in which the activity is taking place is relevant to the assessment of

the activity, centres must include a thorough and accurate description, for example the type

of slope in skiing or grade of a climb in rock climbing.

9. The filmed evidence should be recorded in good light.

10. The use of yellow training bibs to identify learners should be avoided, as this colour does not show up well on a screen.

11. Captions are not necessary.

12. Males and females can be filmed together but in most activities should be assessed separately and marks should be shown in rank order within gender groups. The filmed evidence should reflect ‘real’ assessment situations, so for example it may be appropriate to film male and female footballers performing drills and practices as one group, but then to film separate games for male and female performers.

Filming of the moderation day

Centres must arrange for the filming of all learners involved in moderation, on the day of

moderation.

All performances the moderator sees on the day of moderation must be recorded as they happen.

All learners must be clearly identifiable in the footage recorded. This filmed evidence must be sent

to OCR within 10 working days of the moderation day and will be used (alongside film of any offsite

activities) if a review of moderation is later requested.

This footage is confidential between OCR and the centre and should not be placed in the public domain.

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